Secondary Level-High School
Presenters from China, Korea, and Japan will explore the similarities and differences among their cultures. They will share insider knowledge and perspectives from each culture via ready-to-use visual resources.
Moonsun Choi, The Ohio State University, Columbus, OH, US; Rong Cong, The Ohio State University, Columbus, OH, US; Misato Yamaguchi, Georgia Regents University, Augusta, GA, US
Participants explore a progressive experiment know as Orphan Trains using background information, historical documents, and websites. Lesson plans and questioning strategies are provided for engaging students in historical inquiry.
John Chiodo, University of Oklahoma, Norman, OK, US; Evette Meliza, Southwestern Oklahoma State University, Weatherford, OK, US
Through study of primary sources, teachers will explore the roots of contemporary, religiously-based progressivism (concern for poverty, homelessness) in the Social Gospel Movement of the early twentieth century.
Robert Green, Clemson University, Clemson, SC, US
This session will provide educators with ways to use current demographic trends to supplement their teaching of AP Human Geography. Instructional strategies will be provided for new and veteran teachers.
Nate Newhalfen, Barrington High School, Barrington, IL, US; John Roncone, Barrington High School, Barrington, IL, US
Through a variety of both formal and informal formative assessments, social studies teachers can “take the pulse” of their students’ content and objective mastery.
Jennifer Bouchard, Needham High School, Needham Heights, MA
This interactive session models collaborative tools to improve content area literacy of adolescent exceptional learners in inclusive social studies classrooms. Participants learn evidence-based reading, writing and comprehension strategies. Resources provided.
Darren Minarik, Radford University, Radford, VA, US
This session focuses on the collaborative relationship between the mainstream history teacher and the special education teacher. This session will offer strategies on how to incorporate modified instruction.
Patrick Block, Adlai Stevenson High School, Lincolnshire, IL, US; Ryan Hutchins, Adlai Stevenson High School, Lincolnshire, IL, US; Paul Mazzuca, Adlai Stevenson High School, Lincolnshire, IL, US
Poster Session-Identity, Colonization, Revolution and Globalization: Interdisciplinary and Thematic World History!Submitted by TimDaly on Thu, 08/01/2013 - 4:42pm
Thematic based units within an interdisciplinary World History and World Literature class provide marginalized students with a relevant and thought provoking curriculum intended to strengthen minds with critical thinking.
Jessica Flock, University of Wyoming, Laramie, WY, US
How is the infusion of Common Core reading strategies in the elementary classroom empowering high school teachers to teach reading?
Kevin Bower, Nebraska Wesleyan University, Lincoln, NE, US; J.P. Caruso, Lincoln Public Schools, Lincoln, NE, US
This session will introduce teachers to the use of historical case study assignments to promote critical reading of primary sources and analytical writing skills.
Barbara Houser, University of Central Florida, Orlando, FL, US; Cyndi Mottola Poole, University of Central Florida, Orlando, FL, US