This lesson connects the past to the present by teaching economic unrest in Colonial America by comparing it to the Occupy Wall Street Movement.
Jeff Welp, Gwinnett County Public Schools, Lilburn, GA
This presentation will address the use of differentiated instruction as an effective teaching strategy in secondary social studies classes. Assessments, flexible grouping, tiered assignments, and teaching strategies will be addressed.
Diana Morales, Barry University, Miami Shores, FL
This poster reports on a professional development institute designed to enhance social studies instruction (i.e. units on Reconstruction, evolving race relations) through an examination of selected works of Mark Twain.
Meg Monaghan, Saint Joseph College, West Hartford, CT
Everyone can learn to: interpret standards and benchmark for rigor; understand cognitive complexity using Webb's DOK model; connect Webb's DOK to classroom instruction; create rigorous classroom assessments
Melissa Zellers, Pearson, San Antonio, TX; Brian Vogel, Pearson, San Antonio, TX
Based on themes in Michael Pollan's "The Omnivore's Dilemma," Social Studies licensure candidates created sustainability-focused lessons based on children's literature, Web2.o activities, and a cornucopia of resources for students.
Siri Anderson, St. Catherine University, St. Paul, MN; Stacy Bender-Fayette, SchoolCraft Learning Community, Bemidji, MN
Teach your students to connect to history in deep, meaningful ways by using inquiry and primary source documents. Learn ways to hook students and inspire them to be active learners.
Melissa Culver, Ohio Valley Educational Cooperative, Shelbyville, KY
G = Geography P = Primary Sources S = Strategies & T = Technology/Other Tools Incorporate the use of geography, primary sources, thinking historically and literacy strategies in your classroom.
Ruth King, Cedar Ridge Elementary/Alpine School District/Utah Council of Social Studies, Cedar Hills, UT
This session will provide elementary social studies teachers 10 strategies that they can use to incorporate literacy into their social studies lessons.
Scott Roberts, Gwinnett County Public Schools/Piedmont College, Suwanee, GA
This session uses primary sources to compare and contrast life for Americans of European descent and of Japanese descent in the immediate aftermath of the bombing of Pearl Harbor.
Deborah Morowski, Auburn University, Auburn, AL; Theresa McCormick, Auburn University, Auburn, AL
Session describes a project for middle level students examining aspects of the Gullah-Geechee Heritage Corridor to develop civic agency and increase understanding of connections to community and region.
Carol McClain, Francis Marion University, Florence, SC; Cheryl Lane, Francis Marion University, Florence, SC