Secondary Level-High School
Discover how C-SPAN Classroom’s free primary source materials on Congress, American history, and public affairs enhance social studies curriculum and cultivate students’ critical thinking skills to promote informed citizenship.
Joshua Koning, C-SPAN, Washington, DC, US; Pamela McGorry, C-SPAN, Washington, DC, US; Joanne Wheeler, C-SPAN, Washington, DC, US
Attendees will explore three ways of encouraging disciplinary literacy using readily accessible geospatial tools. Attendees will use these tools to develop projects with connections to Common Core Standards for literacy.
Ty Hollett, Vanderbilt University, Nashville, TN, US; Andrew Hostetler, Vanderbilt University, Nashville, TN, US
Controversial topics offer opportunities to integrate multiple aspects of social studies. Incorporate assessment of natural systems and human choices in history with analysis and civic engagement to discuss climate change.
Rebecca Theobald, University of Colorado Colorado Springs, Colorado Springs, CO, US
How are we remembering and memorializing the events in Newtown? How do we balance memorializing the individuals, with a broader national collective memory of the event?
Stephen Armstrong, West Hartford Public Schools, West Hartford, CT, US; Keith Barton, Indiana University, Bloomington, IN, US; Diana Hess, The Spencer Foundation, Chicago, IL, US; Alan Marcus, University of Connecticut, Storrs, CT, US; Simone Schweber, University of Wisconsin, Madison, WI, US
Standards getting in the way of teaching what’s really important in social studies? Build the bridge between Common Core and civic engagement. Leave with ready-to-use strategies, handouts and free curriculum.
Anthony Pennay, The Annenberg Presidential Learning Center at the Reagan Foundation, Simi Valley, CA, US; Janet Tran, The Annenberg Presidential Learning Center at the Reagan Foundation, Simi Valley, CA, US
Teachers will be introduced to methods of engaging students in multi-literacies through the use of Holocaust survivor testimony and Web 2.0 tools that can be personalized for each teacher’s classroom.
Teresa Bergstrom, University of South Florida, Tampa, FL, US; Brandon Haas, University of South Florida, Tampa, FL, US; Tracy Tilotta, University of South Florida, Tampa, FL, US
Digital resources are poised to replace the traditional textbook in your classroom. Come to learn about options available to you in the areas of U.S. and World History.
Aaron Willis, Social Studies School Service, Culver City, CA, US
Practice effective and proven strategies to assist students in identifying the core components of argumentative writing and making explicit and clear connections between claims, reasoning, evidence, and counterclaims, as outlined in the Common Core State Standards.
Sarah Brown, Spanish Springs High School, Sparks, NV, US; Angela Orr, Washoe County School District, Reno, NV, US
What do our students know about the events of September 11, 2001? What should they know, and why? This workshop provides strategies to address a cataclysmic event in U.S. history.
Christy Holt, Manatee County Public Schools, Bradenton, FL, US; Mark Pearcy, Rider University, Lawrenceville, NJ, US
Illuminates historical context for “achievement gap” and equally-troubling civic empowerment gap, modeling how to have safe productive conversations about race, achievement, and intelligence and equipping participants to avoid “oppressive pedagogy.”
Sanda Balaban, Facing History and Ourselvs, New York, NY, US; Steven Becton, Facing History and Ourselves, Memphis, TN, US