Your student-historians will collaborate with an institution to transcribe and explain a Civil War diary to use as a basis for an exhibit, a book, a website and a play.
Gale Carter, East Chicago Central High School, East Chicago, IN
Presenter will offer strategies to develop content reading and critical thinking skills, build academic vocabulary, and engage elementary learners. She will share ready-to-use lesson ideas and differentiation techniques. Handouts provided.
Donna Knoell, Shawnee Mission, KS
Explore previously unavailable eyewitness accounts of April 19, 1775! Through analysis, role playing, and creating, teachers can enliven our students‚Äô understandings of real people and times that shaped our nation.
Annie Davis, The National Archives, Walthamm, MA; Emily Holmes, The Paul Revere House, Boston, MA
This session will offer effective strategies and resources to integrate slavery into any US history curriculum. Topics included: discussing difficult topics in classrooms, Northern slavery, WPA narratives, role playing techniques.
Bethany Jay, Salem State University, Salem, MA; Cynthia Lyerly, Boston College, Chestnut Hill, MA; Joanne Pope Melish, University of Kentucky, Lexington, KY; Steven Oliver, Salem State University, Salem, MA; Lindsay Randall, Robert S. Peabody Museum of Archaeology/Phillips Academy, Andover, MA
Participants will uncover the history of the Tulsa Race Riot through participatory activities and the examination of documents; they will develop a framework for understanding history of black dispossession.
Linda Christensen, Oregon Writing Project, Portland, OR
New teachers who have grown up in a digital world share digital technologies to showcase Historical Thinking Skills with real projects created using BYOD building on 21st Century Skills.
Ted Green, Webster University, Webster Groves, MO; Paul Stanley, Rockwood School District, Eureka, MO
A well-planned, differentiated social studies methods class will give teacher candidates the ability to apply social studies knowledge, concepts, and skills in real world settings.
Jesse Haight, Clarion University of Pennsylvania, Clarion, PA; Rachel Bentley, Clarion University of Pennsylvania, Clarion, PA; Conor Omecinski, Clarion University of Pennsylvania, Clarion, PA; Angela Summers, Clarion University of Pennsylvania, Clarion, PA
10+ ready-to-use social media platforms that don't require accounts or computers. Easily adaptable and engaging activities for any level that can be used as lessons, reviews, or assessments.
Chris Cirrincione , University of Illinois at Urbana-Champaign, Urbana, IL, @mr_cirrincione; Anne Sweeney, University of Illinois at Urbana-Champaign, Urbana, IL, @MsSweeney_SSE; Kimberly Ferraro , University of Illinois at Urbana-Champaign, Urbana, IL
The Red Sox championship drought has as much to do with race as the selling of Babe Ruth. A walk around Fenway Park reveals much about Boston's turbulent history.
Rich Loosbrock, Adams State University, Alamosa, CO
Why do we wait until AP level courses to begin teaching students how to think like historians? Turn your middle schoolers into critical historians, without sacrificing personal connections.
Michael Bowler, Derby Academy, Hingham, MA, @DerbyHistory