Facing History and Ourselves has created performance tasks that align our unique pedagogical approach with the Common Core. We will profile a case study of a classroom integrating these resources.
Lisa Lefstein-Berusch, Facing History and Ourselves, Cleveland, OH, US
This interactive session models effective strategies for literacy analysis and engagement as participants are led in a critical comparison of the historical minstrel show and modern hip hop music videos.
Tony Gragnani, Columbia Public Schools, Columbia, MO, US; Nick Kremer, Columbia Public School, Columbia, MO, US
Elementary school teachers and teacher educators partner to present strategic models for purposeful, diverse, integrative, elementary social studies content, strategies, and resources.
Janet Alleman, Michigan State University, Lansing, MI, US; Michelle Bauml, Texas Christian University, Fort Worth, TX, US; Linda Bennett, University of Missouri, Columbia, MO, US; Sherry Field, Arkansas Tech University, Russellville, AR, US; Elizabeth Hinde, Arizona State University, Phoenix, AZ, US; Barbara Knighton, Elmwood Elementary, Lansing, MI, US; Andrea Libresco, Hofstra University, Long Island, NY, US; Mary Ledbetter, UT Elementary School, Austin, TX, US
In this workshop you will learn how to use Project Based Learning to integrate your social studies and literacy curriculum in ways that will excite, engage, and TEACH your students.
Jo Sigmund, Concordia University Portland, Portland, OR, US
How did antebellum abolitionists use the rhetoric of the Revolution in their reform efforts? We’ll use documents to explore how the theme of freedom connects multiple eras in American history.
Elizabeth Lambert, Miscoe Hill School, Mendon, MA, US; Kathleen Barker, Massachusetts Historical Society, Boston, MA, US; Jayne Gordon, Massachusetts Historical Society, Boston, MA, US
The workshop will offer effective, classroom-tested strategies and primary sources to enrich teaching of the war. We will explore music, White House tapes, Vietnamese materials, and other sources and exercises.
Brad Austin, Salem State University, Salem, MA, US; Matthew Masur, St. Anselm College, Manchester, NH, US; John Tully, Central Connecticut State University, New Britain, CT, US
Connect with the education department of The Sixth Floor Museum in Dallas to learn strategies for weaving the Museum’s collection of historic photographs, documents, films and oral histories into engaging teaching tools. Learn how to access the materials shown during the living history presentation and related primary-source lesson plans on the JFK assassination and its legacy.
Terry Cherry, Naaman Forest High School, Garland, TX, US; Sharron Conrad, The Sixth Floor Museum at Dealey Plaza, Dallas, TX, US; Ani Simmons, The Sixth Floor Museum at Dealey Plaza, Dallas, TX, US
Two lesson plans focus on the 1920's using culture. First is an Advanced Placement lesson on gender and culture and second, a pre-AP level lesson focusing on an overview of culture.
Michael Hill, Ladue Horton Watkins High School, St. Louis, MO, US; Christopher Saxton, Ladue Horton Watkins High School, St. Louis, MO, US
Existing assessments in history do not align with current instructional methods. Combined with an increased emphasis on literacy in the Common Core, new ways to assess student understanding are needed.
Mark Stout, Howard County Public School System, Ellicott City, MD, US
Visual literacy strategies to meet Common Core Literacy Standards, focusing on U.S. and world history topics. A Library of Congress Teaching with Primary Sources Project.
Mark Newman, National Louis University, Chicago, IL, US