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
How can students get involved in finding "untold stories" about African American History? This session helps schools engage students in civic learning experiences that center around preserving African American history.
John Moore, Western Kentucky University, Bowling Green, KY, US; Barry Thomas, Omaha Public Schools, Omaha, NE, US
Participants will learn how to "issue-ize" their existing instructional units in American history and world history by applying an issues-centered focus to increase student engagement and understanding.
Ronald Evans, San Diego State University, San Diego, CA, US; William Fernekes, Rider University, Lawrenceville, NJ, US; Arlene Gardner, New Jersey Center for Civic Education, Piscataway, NJ, US; Gregg Jorgensen, Western Illinois University, Macomb, IL, US; Kim Koeppen, Hamline University, St. Paul, MN, US; Mark Previte, University of Pittsburgh, Johnstown, Johnstown, PA, US
March with Rev. Martin Luther King, Jr., consider the needs of your students, and feature a variety of primary source materials as you differentiate content, the classroom process and student products.
Steve Beasley, s3strategies, Lubbock, TX, US; Sherry Owens, s3strategies, Lubbock, TX, US
Karen Korematsu, Fred Korematsu’s daughter, will share her father’s story about his fight against the WWII Japanese-American Internment through the video “Of Civil Wrongs and Rights” and Korematsu Institute curriculum.
Evan Goldberg, Alameda County Office of Education, Hayward, CA, US; Karen Korematsu, Fred T. Korematsu Institute for Civil Rights and Education, San Francisco, CA, US
By using primary source materials, Drs. Loosbrock and Crowther demonstrate how sports history can be used to teach larger themes in American history, such as gender, ethnicity, urbanization, and economics.
Ed Crowther, Adams State University, Adams State University, CO, US; Rich Loosbrock, Adams State University/NCAA, Alamosa, CO, US