Secondary Level-High School
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
March with Rev. Martin Luther King, Jr., consider the needs of your students, and feature a variety of primary source materials as you differentiate content, the classroom process and student products.
Steve Beasley, s3strategies, Lubbock, TX, US; Sherry Owens, s3strategies, Lubbock, TX, US
Karen Korematsu, Fred Korematsu’s daughter, will share her father’s story about his fight against the WWII Japanese-American Internment through the video “Of Civil Wrongs and Rights” and Korematsu Institute curriculum.
Evan Goldberg, Alameda County Office of Education, Hayward, CA, US; Karen Korematsu, Fred T. Korematsu Institute for Civil Rights and Education, San Francisco, CA, US
By using primary source materials, Drs. Loosbrock and Crowther demonstrate how sports history can be used to teach larger themes in American history, such as gender, ethnicity, urbanization, and economics.
Ed Crowther, Adams State University, Adams State University, CO, US; Rich Loosbrock, Adams State University/NCAA, Alamosa, CO, US