Civic practice requires discernment: don‚Äôt just accept what you hear. Document-based history trains students to ‚Äúgo to the source,‚Äù giving citizens-to-be the tools they need to find out for themselves.
Ray Raphael, Humboldt State University, Arcata, CA
Report of a project taking high school students into their local community to observe/evaluate historical commemorations, then return to the classroom to apply skills to US History lessons
Michael Lovorn, University of Pittsburgh, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA
Reconstruction, a pivotal moment in US History lets students explore questions about national identity, freedom and justice that are fundamental to historical understanding and citizenship today. Resources and lessons included.
Laura Tavares, Facing History and Ourselves, Brookline, MA; Dan Sigward, Facing History and Ourselves, Brookline, MA
Learn to empower ALL students to reading complex texts with high-level questions that promote a growth mindset and critical thinking. Gain access to a database of teacher-created close reading exemplars.
Angela Orr, Washoe County School District, Reno, NV; Stacy Drum, Washoe County School District, Reno, NV; Lindsey Clewell, Washoe County School District, Reno, NV
This panel of teacher/academics discusses the pedagogical effectiveness of biographies of American women to illuminate, expand, enlarge, understand students' understanding of historic periods, movements or events in US history.
Carol Berkin, Baruch College, New York City, NY; Bruce Lesh, Franklin High School, Baltimore, MD; Barbara Winslow, Brooklyn College, Brooklyn, NY
Session will explore primary sources related the case U.S. v. Daniel Ellsberg, and discuss how to incorporate federal trials into the classroom. Participants will receive resources for use with students.
Mabel McKinney-Browning, American Bar Association, Chicago, IL; Bruce Ragsdale, Federal Judicial Center, Washington, DC
Through comparing the Tea Party of revolutionary Boston to the anti-government sentiment in modern America, this presentation focuses on the connection between historical past and contemporary conflict.
Kenneth Davis, ,
Participants will learn how to engage elementary students in critical thinking through analyzing historical images. This strategy will support all learners, regardless of reading or English language acquisition level.
Elisabeth Medvedow, Discovering Justice, Boston, MA
Uses primary sources to examine Walker v. Birmingham, the seminal Supreme Court case behind Dr. King‚Äôs ‚ÄúLetter from a Birmingham Jail.‚Äù Explores relationship between rule of law and civil disobedience.
Howard Kaplan, American Bar Association, Chicago, IL, @abapubliced; Mabel McKinney-Browning, American Bar Association, Chicago, IL, @abapubliced
Explore how the Library of Congress Teaching with Primary Sources (TPS) Regional Program promotes widespread, sustained, effective use of primary sources from loc.gov for K-16 education and teacher professional development.
Sue Wise, TPS Eastern Region at Waynesburg University, Waynesburg, PA; Nancy Wrick, TPS Eastern Region at Waynesburg University, Waynesburg, PA; Richard Satchwell, TPS Midwest Region at Illinois State University, Normal, IL; Judy Bee, TPS Midwest Region at Illinois State University, Normal, IL; Peggy O'Neill-Jones, TPS Western Region at Metropolitan State University of Denver, Denver, CO; Keith Patterson, TPS Western Region at Metropolitan State University of Denver, Denver, CO