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
NCSS Research Community representatives will highlight the intersection between research and social studies practice. Research on content-based literacy and evidence-based instruction will be presented.
Janet Alleman, Michigan State University, East Lansing, MI, US; Christine Baron, Boston University, Boston, MA, US; Michael Berson, University of South Florida, Tampa, FL, US; Ilene Berson, University of South Florida, Tampa, FL, US; Joseph Feinberg, Georgia State University, Atlanta, GA, US; Paul Fitchett, The University of North Carolina
This interactive session explores an elementary civil rights text set and activities used to integrate social studies and Common Core ELA standards in meaningful ways that deepen social studies understandings.
Lisa Brown Buchanan, University of North Carolina Wilmington, Wilmington, NC, US; Christina Tschida, East Carolina University, Greenville, NC, US
We will explore the vocabulary demands of textbooks, engage participants in learning instructional strategies that increase students’ long-lasting understanding, and share our research that reveals students’ perceptions of vocabulary learning.
Kathryn Hopkins, Fort Zumwalt School District, St. Charles, MO, US; Patrick Brown, Fort Zumwalt School District, St. Charles, MO, US
Familiar formats like superheroes, trading cards and action figures engage and motivate students. These strategies immerse students in social studies via pop culture, and help build Common Core connections.
Quinn Rollins, Granite School District, Salt Lake City, UT, US
The Gilder Lehrman Teaching Literacy through History program demonstrates how to integrate primary sources and Common Core literacy skills using research-based pedagogy and seminal American history documents.
Tim Bailey, The GIlder Lehrman Institute of American History, New York, NY, US