Learn how to integrate social studies in the reading/language arts block and teach the skills required in Common Core. Get concrete tips and explore valuable resources exclusively for elementary teachers.
Geraldine Stevens, Houghton Mifflin Harcourt, Evanston, IL, US
We present how one rural district's 3-12 social studies faculty took advantage of Universal Design for Learning and the Common Core Standards to become teachers of literacy and historiography.
Grant Miller, Southern Illinois University, Carbondale, IL, US; Darrell Dexter, Egyptian School District, Tamms, IL, US; Robert Lannorn, Egyptian School District, Tamms, IL, US; Jamie Nash-Mayberry, Shawnee High School, Wolf Lake, IL
Modern students may use music to negotiate understandings of the world around them. This session models a wise-practice teaching strategy for using a “music literacy” to develop civic competence.
Cory Callahan, University of North Carolina Wilmington, Wilmington, NC, US; James B. Howell, Auburn University, Auburn, AL, US
High school students belong to the first generation that will have easy access to information about their DNA. How will this impact our society and how can we prepare students?
Lauren Tomaselli, Harvard Medical School - Personal Genetics Education Project, Boston, MA, US
In the current standards-based environment, many social studies teachers look for opportunities to engage their students in meaningful, substantive work while simultaneously keeping to the pacing guide. In this session, participants will be introduced to a research-based process for student documentary film creation designed and tested for the standards-based classroom.
Mark Hofer, College of William and Mary, Williamsburg, VA, US; Kathy Swan, University of Kentucky, Lexington, KY, US
This presentation focuses on strategies to reduce gender inequities in the presentation of American history, including using narratives, historical empathy, textbooks, and gender-neutral historical situations. Specific historical content examples will include Westward Expansion and the civil rights movement in the United States.
Ginney Wright, University of Arkansas, Fayetteville, AR, 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
This session will share over 20 technology resources appropriate for elementary educators! Learn to capture video using Firefox, explore Animoto, discover cool Google tools, learn about Prezi and Glogging too!
Kristi Stricker, Concordia University, Chicago, IL, US; Lara Willox, University of West Georgia, Carrollton, GA, US
Using data from a recurring public opinion polling question, this session examines one way middle level (but really all) teachers can begin to teach social studies for ecological citizenship.
Mark Kissling, Penn State University, University Park, PA, US; Sarah Rogers, Penn State University, University Park, PA, US
How can we teach reading, writing, and history? How can we help students write better? The curriculum we share has helped academically diverse students think historically and write stronger arguments.
Susan De La Paz, University of Maryland, College Park, MD, US; Mark Felton, San Jose State University, San Jose, CA, US; Chauncey Monte-Sano, University of Michigan, Ann Arbor, MI, US