Secondary Level-High School
A hands-on opportunity to learn effective teaching strategies and to share classroom experience with new instructional approaches to teaching historical thinking. Participants are encouraged to bring sample assignments.
Laura Baker, Fitchburg State University, Fitchburg, MA
Photoshopped models. Beyonce's whitening. Historically, businesses have ""sold"" cultural images. Learn how to use 1900's ads to foster students' visual disciplinary literacy and understanding of U.S.'s changing images of groups.
Joe O'Brien, University of Kansas, Lawrence, KS; Michelle Dillard, Manhattan High School, Manhattan, KS; Stephanie Heady, Blue Valley High School, Stilwell, KS; Crystal Yakel, Harmon High School, Kansas City, KS
Through tactile engagement of contemporary scholarship, unit plans, course materials and student work, participants will analyze the role of Ethnic Studies in providing a rigorous and relevant social studies education.
Christina Villarreal, Teachers College, Columbia University, New York, NY; Leona Kwon, Castlemont High School, Oakland, CA
Globalizing the U.S. Survey is an essential aspect of contemporary education. These 5 free, online professional development modules prepares teachers to empower their students for a global, interconnected world.
Craig Perrier, Fairfax County Public Schools, Fairfax, VA, @CraigPerrier
The session will share how building Empathy is a key element to understanding History and Building School Culture. Based upon the lesson, ""Think Like A Historian.""
James Campbell, Mount Vernon Presbyterian School, Atlanta, GA, @TheRealJamCam
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.
Mark Previte, University of Pittsburgh Johnstown, Johnstown, PA; Ronald Evans, San Diego State University, San Diego, CA; Kim Koeppen, Hamline University, St. Paul, MN; Scott Wylie, Teachers College, Columbia University, New York, NY; Gregg Jorgensen, Western Illinois University, Macomb, IL; Arlene Gardner, New Jersey Center for Civic Education, Piscataway, NJ; Jay Shuttleworth, Columbia University, New York, NY
When students ""play games,"" they don't realize how much they're learning. Come to this hands-on session to try simulations that teach 7-12 grade studentscivics, history, and economics. Handouts provided.
Melissa Marks, University of Pittsburgh at Greensburg, Greensburg, PA; Michael Knetzer, University of Pittsburgh at Greensburg, Greensburg, PA; William Myers, University of Pittsburgh at Greensburg, Greensburg, PA
A content analysis of Muslim female images, their depictions, and settings from World History textbooks are described in this inquiry-based presentation devoted to effectively integrate instruction with historical content.
Jeffrey Hawkins, University of Wisconsin-Milwaukee, Milwaukee, WI; Erica Southworth, University of Wisconsin-Milwaukee, Milwaukee, WI
American history and culture has been influenced by false notions of ‚Äúrace.‚Äù Examination of this history is necessary for thoughtful dialogue and meaningful change to occur in contemporary America.
Diane Smith Keon, Nauset Regional High School, North Eastham, MA
Bodies Are Not Commodities has been developed in response to an overwhelming need for education about human trafficking among students. It's goals are prevention, protection, and empowerment to take action.
Kristen Morse, The A21 Campaign, Costa Mesa, CA, @TheA21Campaign; Valerie Ellery, Creating Strategic Readers, Bradenton, FL; Renee Nouvelle, Berkeley County School District, Charleston, SC