Participants will handle and examine actual primary documents, photos, letters, and objects in order to piece together the life of WWI Private 1st Class Joshua Bates.
John Ott, R.A. Long High School, Longview, WA; Joan Enders, R.A. Long High School, Longview, WA
This session introduces attendees to several methods, including use of several insightful primary sources, for teaching about Asian immigration to the United States in the late 1800s.
Patrick Grant, University Prep, Seattle, WA
Learn how to use Wikis to create interactive projects; create a Ning.com network for digital social interaction in your class; Use Google Forms to create digital DBQs.
Charles Skrabacz, West Leyden High School, Northlake, IL; Andrew Sharos, West Leyden High School, Northlake, IL; Richard Mason, West Leyden High School, Northlake, IL
Teachers routinely face students who ask, "why are we learning this?" This session prepares teachers to foster purpose-based student learning of U.S. History. Examples focus on the Civil Rights Movement.
Todd Hawley, Kent State University, Kent, OH; Adam Jordan, The University of North Carolina at Chapel Hill, Chapel Hill, NC
Through guided investigation, participants will consider how digital primary sources make social studies more relevant. We will examine constructed narrative history and how sources preserve or challenge social themes.
Timothy Patterson, Teachers College, Columbia University, New York, NY; Alexander Pope, Teachers College, Columbia University, New York, NY
This innovative presentation will incorporate easy-to-use cell-phone technology into your classroom. The time has come to get our students sharing, interacting, and engaged. BYOD (Bring Your Own Device)
Melissa Seideman, Haldane High School, Cold Spring, NY
Technology in the classroom can be a vital tool in creating student understanding. Using webquests, digital archives, and multimedia sources we will explore the Great Migration.
William Newell, University of South Florida, Tampa, FL
The Pledge of Allegiance celebrates its 120th anniversary this year but â€œunder Godâ€ has only been included since 1954. Why has this brief phrase been the focus of such scrutiny?
Eric Groce, Appalachian State University, Boone, NC; Tina Heafner, The University of North Carolina at Charlotte, Charlotte, NC
Understandings of chronology and time are foundational to making sense of history. This presentation offers elementary teachers multiple activities for engaging students in developing a sense of chronology.
Leslie Hall, Washington State University-Spokane, Spokane, WA
Students can learn about Native American tribes through stories of people and place. Washington State has an online tribal sovereignty curriculum and this culturally relevant resource list provides context.
Nadean Meyer, Eastern Washington University, Cheney, WA