This hands-on, interactive session will analyze commonly used assessment strategies and, in turn, offer specific alternatives that accommodate the learning (and assessment) needs of diverse learners.
Timothy Lintner, University of South Carolina Aiken, Aiken, SC
This session presents What Would George Washington Do? a game-based learning and online social media environment which teaches students digital literacy, higher-order thinking, and collaborative problem solving skills.
Sol Joye, Neil Armstrong Middle School, Forest Grove, OR
Presents research from middle school classrooms where students experienced curriculum that challenged their stereotypes and introduced how cultural misconceptions have been used as a weapon against minoritized groups.
Grant Miller, Southern Illinois University, Carbondale, IL; Asma Khan, Southern Illinois University, Carbondale, IL
Deepen students' experience by guiding them through an authentic historical investigation. Students form hypotheses, gather information, evaluate sources, form arguments, conduct analysis, and share their findings, just like historians.
Craig Miller, The Bay School of San Francisco, San Francisco, CA
Participants will explore Library of Congress, Primary Source Sets to create meaningful historical inquiry lessons, such as Document Based Questions (DBQs) that will reach students at all learning levels.
Cicely Scheiner-Fisher, University of Central Florida, Orlando, FL; Barbara Houser, University of Central Florida, Orlando, FL
In 2012, Lincoln High School made the "textless transition" with an entirely digital curriculum for US History. This session will discuss the pros and cons of that transition.
Michael Hutchison, Lincoln High School, Vincennes, IN
Use primary sources in practical interactive lessons integrating historical inquiry and spatial thinking to have students explore connections between current labor protests and those during the early 20th century.
Ken DeMasi, , Tempe, AZ
Thematic based units within an interdisciplinary U.S. History and American Literature class has provided marginalized students with a relevant and thought provoking curriculum intended to strengthen minds with critical thinking.
Jessica Flock, University of Wyoming, Laramie, WY
Two secondary US history texts were examined for the depiction of African Americans and Latinos. Teachers will be provided with strategies aimed at improving minority portrayals in their instruction.
Zaid Haddad, University of Nevada, Las Vegas, Las Vegas, NV; Allison Smith, University of Nevada, Las Vegas, Las Vegas, NV
Take home classroom-ready materials from mission sites(Laguna, San Miguel, San Esteban del Rey, San Xavier del Bac). Meet "Padre Kino" in person... and include Latino history in your syllabus.
Syd Golston, Phoenix Union High School District, Phoenix, AZ;Will Reimers, Trevor Browne HS, Phoenix Union High School District, Phoenix, AZ; Scott Cornelius, MetroTech HS, Phoenix Union High School District, Phoenix, AZ; Susan Meece, Alhambra HS, Phoenix Union High School District, Phoenix, AZ; Suzanne Vogt, Trevor Browne HS, Phoenix Union High S