Secondary Level-High School
Come learn about inquiry-based instruction in the social studies and how to design assessments that incorporate the critical thinking skills students need to be successful today.
Sarah Kaka, University of Colorado, Colorado Springs, Colorado Springs, CO, @kakateach
Avoid the march of Presidents! These ready-to-go, evidence-driven and literacy-rich materials for teaching history (Nixon to Obama) frame inquiry around the rise of conservatism, polarization, and trust in government.
Amy Bloom, Oakland Schools, MI; Alec Synder, Royal Oak High School, Royal Oak, MI; Alycia Chase, West Bloomfield High School, West Bloomfield, MI; Kenneth Cameron, Bloomfield Hills High School, Bloomfield Hills, MI
Learn and practice research-based, Common Core and C3-aligned democratic pedagogies. These classroom techniques will facilitate student-driven discussions, dramatically enhance student engagement, and strengthen 21st Century skills.
Gillian Pressman, Generation Citizen, Boston, MA, @gencitizen; Alison Cohen, University of California, Berkeley, San Francisco, CA
This session will demonstrate how to modify instructional language to help ELs access the content of US History. Common instructional errors will be discussed. Handouts will be provided.
Jason O'Brien, University of Alabama in Huntsville, Huntsville, AL; Andrea Word, University of Alabama in Huntsville, Huntsville, AL
Karen Korematsu, Fred Korematsu‚Äôs daughter, will share her father‚Äôs story about his fight against the WWII Japanese-American Internment through the video ‚ÄúOf Civil Wrongs and Rights‚Äù and Korematsu Institute curriculum.
Karen Korematsu, Fred T. Korematsu Institute, San Francisco, CA; Evan Goldberg, Alameda County Office of Education, Hayward, CA
Engage ALL students in deliberation of controversial questions using CCSS literacy skills. Leave with inclusion strategies and materials that create a safe environment for this proven practice of civic education.
Lisa Willuweit, Community High School, West Chicago, IL; John Chisholm, Community High School, West Chicago, IL; Roberta Felfle, Community High School, West Chicago, IL; Mary Ellen Daneels, Community High School, West Chicago, IL
Most topics in American History contain human rights issues ‚Äì issues often reflected in contemporary events. Participants examine inquiry-based teaching strategies for helping students address these value-laden issues.
Thomas (Tim) Weinland, University of Connecticut, Storrs, CT
In recent months, members of Connecticut‚Äôs social studies community have intensified their public advocacy efforts with resounding success. Learn about their intriguing history, goals, strategies, challenges, and experiences.
David Bosso, Berlin High School, Berlin, CT, @DavidBosso; John Tully, Central Connecticut State University, New Britain, CT, @CT_Council; Steve Armstrong, Connecticut Department of Education, Hartford, CT; Carolyn Ivanoff, Shelton Intermediate School, Shelton, CT; Gene Stec, Madison Middle School, Trumbull, CT
This workshop will clarify confusion about what exactly a simulation is and provide you the tools you need to design and implement effective simulations in your social studies classroom.
Cory Wright-Maley, St. Mary's University College, Calgary, AB; Parag Joshi, Manchester High School, Manchester, CT; Sara Dziedzic, Woodstock Academy, Woodstock, CT
The study investigates the effects of Jigsaw on the achievement and interest of students in social studies and determines gender differences. Quasi-experimental study of a non-equivalent control group design used.
Joseph Onuoha, University of Nigeria, Nsukka Nigeria, Nsukka Enugu State, ; Njideka Eneogu, University of Nigeria, Nsukka, Nsukka, Enugu,