Secondary Level-High School
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History textbooks are described in this inquiry-based presentation devoted to effectively integrate instruction with historical content.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
Learn about Arctic issues from a Teaching with Primary Sources grant-winning model; explore digitized primary sources and methods for historical inquiry. Hands-on training. Sample lesson/resources shared. Apply for a grant!
Tina Storer, Western Washington University, Canadian Studies Education/Curriculum Specialist, Bellingham, WA; Marianne Kenney, Denver Public Schools, Denver, CO; Michelle Pearson, History Colorado, Broomfield, CO
Stimulus-based questions are increasingly common on all standardized tests. How can you integrate those skills into your lessons and assessments? Learn how and create samples in this informative session.
Elizabeth Bruening, Iowa City West High School, Iowa City, IA, @esbruening; Stacey Strief, Iowa City West High School, Iowa CIty, IA, @mrsstrief
This session gives participants an opportunity to analyze a case argued but not yet decided by the Supreme Court this term. Supreme Court Summer Institute information provided.
Lee Arbetman, Street Law, Inc., Silver Spring, MD; Stephanie Doane, Casco Bay High School, Portland, ME
History has recovered in Canadian high schools. It survived the ""New Social Studies,"" then embraced the holy grail of ""Historical Thinking."" Let's look at what happened and why.
Paul W Bennett, Saint Mary's University, Halifax, NS, @Educhatter
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
This holistic, inquiry-based approach investigates world history and integrates it into a big picture framework with five easily-grasped ‚Äúwaves of global change‚Äù to guide educators and students‚Äô in their inquiry.
Denise Ames, Center for Global Awareness, Albuquerque, NM, @CGAorg; Nancy Harmon, Center for Global Awareness, Albuquerque, NM, @CGAorg