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 session will examine ways in which to integrate elements of the C3 Framework into a standardized social studies curriculum, using Texas‚Äôs CSCOPE as a case study.
Stephen Masyada, Florida Joint Center for Citizenship, Orlando, FL, @SocialStudyMasy; James Rodgers, Travis Science Academy, Temple, TX
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.
Steve Masyada, Florida Joint Center for Citizenship, @SocialStudyMasy; Kelly Curtright, Oklahoma State Department of Education; Stephen Armstrong, Connecticut State Department of Education, Hartford, CT; Rosanna Fukuda, Hawaii State Department of Education, Honolulu, HI; Fay Gore, NC Department of Public Instruction, Raleigh, NC @FayGore; Don Gifford, Kansas State Department of Education, Topeka, KS
This session will present the broad strategies, materials and technology platform that a large urban district history department has developed to support the integration of the Common Core.
James Liou, Boston Public Schools, Boston, MA; David Pook, The Derryfield School, Manchester, NH; Tim Lindgren, Boston College, Boston, MA
Workshop includes unit plan and materials to help students analyze affirmative action through the context of significant historical events that have affected the power and privilege of various US subgroups.
Katie Li, Charlestown High School, Boston, MA
Academic language skill development is imperative to meet the demands of participatory citizenship. Creating activities that address contextual relevance will be the focus of this session.
Victoria C. Stewart, The University of Toledo, Toledo, OH
Forget what you think you know about simulations and see how they work in the C3 Framework. Discover easy implementation strategies, support higher-order thinking skills and integrate best teaching practices.
Jordana Benone, Teacher Created Materials, Huntington Beach, CA
This interactive presentation is based on research involving lessons and resources used to teach about the connections between the status of African American women and civic engagement in American society.
Jason Harshman, The University of Iowa, Iowa City, IA, @tchlrnchnge; Anne Umpleby, Pickerington North High School, Pickerington, OH
Inspire students to critically examine the civil rights movement, a controversial and dynamic period, while teaching them to research, write, and present, culminating in a school-wide Civil Rights Day celebration.
George Sailor, Watkinson School, Hartford, CT; Jennifer Esposito, Watkinson School, Hartford, CT