Use social studies detective tools to uncover historical evidence found on envelopes containing stamps, postmarks, artwork, and other written documents: letters, speeches, diaries to hook students on history.
Kris McIntosh, FDC Lessons, Ft. Worth, TX, US
This session provides attendees with strategies to teach how culture shaped the lives of women in history. Using feminist biographical research methods, literacy and social studies are integrated.
C. Bradford Griggs, Indiana University Southeast School of Education, New Albany, IN, US; Gloria Murray , Indiana University Southeast School of Education, New Albany, IN, US
Participants explore a progressive experiment know as Orphan Trains using background information, historical documents, and websites. Lesson plans and questioning strategies are provided for engaging students in historical inquiry.
John Chiodo, University of Oklahoma, Norman, OK, US; Evette Meliza, Southwestern Oklahoma State University, Weatherford, OK, US
Through study of primary sources, teachers will explore the roots of contemporary, religiously-based progressivism (concern for poverty, homelessness) in the Social Gospel Movement of the early twentieth century.
Robert Green, Clemson University, Clemson, SC, US
Incorporate the use of music as a tool for teaching the civil rights movement of the 1950's and 1960's. Participants will listen to and analyze lyrics of "movement music."
Terri Stephens, Hamilton Middle School, Memphis, TN, UM
This session explores how popular media helped change women’s roles during WWII. Participants will learn strategies to instruct students to analyze popular media and draw conclusions about women during WWII.
Heather Hagan, Indiana University, Bloomington, IN, US; Carolyn Weber, Murray State University, Murray, KY, US
This interactive session will feature quality fiction and non-fiction texts that can be paired and used to authentically teach elementary students about slavery, the Underground Railroad, and freedom.
Kimberly Clayton-Code, Northern Kentucky University, Highland Heights, KY, US; Denise Dallmer, Northern Kentucky University, Highland Heights, KY,
This session focuses on the collaborative relationship between the mainstream history teacher and the special education teacher. This session will offer strategies on how to incorporate modified instruction.
Patrick Block, Adlai Stevenson High School, Lincolnshire, IL, US; Ryan Hutchins, Adlai Stevenson High School, Lincolnshire, IL, US; Paul Mazzuca, Adlai Stevenson High School, Lincolnshire, IL, US
This session will introduce teachers to the use of historical case study assignments to promote critical reading of primary sources and analytical writing skills.
Barbara Houser, University of Central Florida, Orlando, FL, US; Cyndi Mottola Poole, University of Central Florida, Orlando, FL, US
Participate in a "ready-to-go" lesson that draws students into the year 1917 and America's abandonment of isolationism to join the Great War using media from the time period.
Cameron May, Frontier School of Excellence, Kansas City, MO, US