Practice effective and proven strategies to assist students in identifying the core components of argumentative writing and making explicit and clear connections between claims, reasoning, evidence, and counterclaims, as outlined in the Common Core State Standards.
Sarah Brown, Spanish Springs High School, Sparks, NV, US; Angela Orr, Washoe County School District, Reno, NV, US
What do our students know about the events of September 11, 2001? What should they know, and why? This workshop provides strategies to address a cataclysmic event in U.S. history.
Christy Holt, Manatee County Public Schools, Bradenton, FL, US; Mark Pearcy, Rider University, Lawrenceville, NJ, US
Attendees will explore the Who Speaks for the Negro? digital archive with a focus on project-based learning using primary sources. Strong connections will be made to Common Core Standards.
Mona Frederick, Vanderbilt University, Nashville, TN, US; Andrew Hostetler, Vanderbilt University, Nashville, TN, US; Miriam Martin, Vanderbilt University, Nashville, TN, US
Explore a technology- and literacy-driven approach to Women’s History Month, promoting active citizenship, civic leadership, and collaborative biography. Participants receive lesson plans, graphic organizers, and resources for the elementary classroom.
Erica Christie, Curriculum That Matters, Indianapolis, IN, US; Sarah Montgomery, University of Northern Iowa, Cedar Falls, IA, US; Jessica Staudt, Harding Elementary, Mason City, IA, US
Heroes come in all shapes, sizes, and genders. This interactive session will explore the story of nurses and librarians who heroically served Appalachian communities on horseback. Lesson materials provided.
Caroline Sheffield, University of Louisville, Louisville, KY, US
The Instruction Community shares several “teacher-tested” best practice methods for delivering meaningful, active learning experiences to K-12 students, with special emphasis on differentiating instruction and closing the achievement gap.
Janie Hubbard, University of Alabama, Tuscaloosa, AL, US; Joel Rothblatt, School for Visual Arts and Humanities, Los Angeles, CA, US; Melinda Staubs, Jacksonville State University, Jacksonville, AL, US
The ability to analyze text is critical for literacy development in social studies classes. Participate in an engaging strategy and assessment that promotes student collaboration and deeper comprehension of texts.
Angie Davis, Florida State University, Tallahassee, FL, US; Colby Hall, The University of Texas at Austin, Austin, TX, US; Elisabeth McCulley, The University of Texas at Austin, Austin, TX, US; David Osman, The University of Texas at Austin, Austin, TX, US
Literacy inquiry stations, which integrate social studies and literacy, can powerfully teach multiple perspectives. Learn how to use them with preservice teachers, and leave with resources to get you started.
Heidi Torres, Indiana University, Bloomington, IN, US
This session discusses a joint professional development effort of Little Rock School District and the History Department faculty from the University of Arkansas at Little Rock.
Laura Beth Arnold, Little Rock School District, Little Rock, AR, US; Kristin Dutcher Mann, University of Arkansas at Little Rock, Little Rock, AR, US; Sara Rose, Henderson Middle School, Little Rock, AR, US
Socratic Seminar is facilitated discussion that teaches students to ask questions, engage in dialogue, and to understand complex content. It's an excellent way to engage in issues of social justice.
Brian Gibbs, University of Wisconsin, Madison, Madison, WI, US