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
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
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
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
This session will consider ways in which elementary social studies teachers might integrate elements of the C3 Framework, particularly inquiry, into their instruction and curriculum.
Stephen Masyada, North Carolina Department of Public Instruction, Raleigh, NC, @SocialStudyMasy
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
The Co-chair of the APUS History Test Development Committee and the APUS Chief Reader will present lesson plans and sample assessments utilizing primary sources to teach historical thinking skills.
Edward (Ted) Dickson, Providence Day School, Charlotte, NC, @pdshistory; Jonathan Chu, University of Massachusetts-Boston, Boston, MA
This informative session will present ways in which states are approaching implementation of the C3 Framework. This roundtable session will include members of the Council of State Social Studies Specialists.
Stephen Masyada, Florida Joint Center for Citizenship, Orlando, FL, @SocialStudyMasy; Kelly Curtright , Oklahoma State Department of Education, Oklahoma City, OK; Fay Gore, North Carolina Department of Public Instruction, Raleigh, NC, @FayGore