Need resources promoting active student involvement? Need to re-energize yourself and classroom while better preparing students with skills needed for effective citizenship. This is for you! Use immediately! EXTENSIVE resources!
Susan Santoli, University of South Alabama, Mobile, AL, @spsantoli; Paige Vitulli, University of South Alabama, Mobile, AL
Let Freedom Ring‚Ä¶students as detectives in K-8 Classrooms. Use Library of Congress inquiry strategies to share how students can ‚Äúfind‚Äù their own answers using primary sources and technology.
Amy Johnson, Cascade Middle School, Longview, WA; Patti Brown, Northlake Elementary School, Longview, WA
This poster session will allow participants to learn fun ways to incorporate QR Codes (Quick Response) into the social studies classroom through disciplinary literacy.
Dr. Lisa H. Matherson, The University of Alabama, Tuscaloosa, AL, @LHMatherson; Dr. Elizabeth K. Wilson, The University of Alabama, Tuscaloosa, AL, @Ekwilson_bama; Dr. Vivian H. Wright, The University of Alabama, Tuscaloosa, AL, @vwrightbama; Dr. Tracy Windle, Jacksonville State University, Jacksonville, AL
Explore how the Library of Congress Teaching with Primary Sources Program and loc.gov collections address the Common Core to build essential 21st Century Skills in K-16 interdisciplinary classrooms.
Barbara Kirby, TPS Eastern Region at Waynesburg University, Waynesburg, PA, @LOCTPSatWU; Claire Machosky, Eastern Suffolk BOCES (NY), Holbrook, NY; Sophia Sineath, Georgia Historical Society, Savannah, GA; Jill Beccaris-Pescatore, Montgomery County Community College, Pottstown, PA
This session examines how to dynamically engage students in inquiry and critical thinking activities about important social issues using U.S. monuments. Handouts of resources and materials will be provided.
Stewart Waters, University of Tennessee, Knoxville, TN; William B. Russell III, University of Central Florida, Orlando, FL; Fallon Preste, Austin-East High School, Knoxville, TN
A hands-on opportunity to learn effective teaching strategies and to share classroom experience with new instructional approaches to teaching historical thinking. Participants are encouraged to bring sample assignments.
Laura Baker, Fitchburg State University, Fitchburg, MA
Participants will engage in simulated modeling of inquiry-based Civil Rights Movement lessons emphasizing ground-upward activism of everyday citizens as opposed to the top-down narrative commonly taught in many elementary schools.
Holly Hilboldt Swain, University of Alabama, Tuscaloosa, AL; Sharon Ross, University of Alabama, Tuscaloosa, AL; Janie Hubbard, University of Alabama, Tuscaloosa, AL
Learn to locate and engage students in analyzing primary sources from the Library of Congress‚Äô Digital Collections, so you can build students‚Äô content knowledge and cultivate their historical thinking skills.
James Hartwick, University of Wisconsin-Whitewater, Whitewater, WI
Photoshopped models. Beyonce's whitening. Historically, businesses have ""sold"" cultural images. Learn how to use 1900's ads to foster students' visual disciplinary literacy and understanding of U.S.'s changing images of groups.
Joe O'Brien, University of Kansas, Lawrence, KS; Michelle Dillard, Manhattan High School, Manhattan, KS; Stephanie Heady, Blue Valley High School, Stilwell, KS; Crystal Yakel, Harmon High School, Kansas City, KS
Through tactile engagement of contemporary scholarship, unit plans, course materials and student work, participants will analyze the role of Ethnic Studies in providing a rigorous and relevant social studies education.
Christina Villarreal, Teachers College, Columbia University, New York, NY; Leona Kwon, Castlemont High School, Oakland, CA