Increase student awareness of the history of individual rights and worldwide struggles for freedom and democracy through primary source documents and oral histories from political dissidents.
Amanda Schnetzer, George W. Bush Presidential Library and Museum, Dallas, TX, @GWBLibrary; Dodie Kasper, George W. Bush Institute, Consultant, Dallas, TX, @TheBushCenter; Janie Worst, George W. Bush Institute, Consultant, Dallas, TX, @TheBushCenter
Common Core State Standards caused states to redesign social studies content standards. Session presents how teachers at a middle school used structured unit sequencing frameworks to meet these new demands.
Allen Guidry, East Carolina University, Greenville, NC; Taylor Moore, Greene County Middle School, Snow Hill, NC; Thomas Loftin, Greene County Middle School, Snow Hill, NC; Chris Lane, Greene County Middle School, Snow Hill, NC
Session traces diplomats serving in Europe during the Holocaust and, at great risk to themselves(and loved ones),assisted Jews in their attempt to flee Nazi persecution. Resources Included
Jennifer Jones-Clark, Facing History and Ourselves, Brookline, MA; Dr. Dan Eshet, Facing History and Ourselves, Brookline, MA
Make history come alive for your students as they complete inquiry based historical projects and assume the persona of the historical figure they are researching and presenting to their classmates.
Amy Rogers, Lycoming College, Williamsport, PA
Through the use of historical thinking heuristics, this session explores how maps can be critically examined as primary sources in alignment with the Common Core State Standards and C3 Framework.
Serina Cinnamon, Southern Illinois University Carbondale, Carbondale, IL
Women are often targeted during genocide in very gendered ways. To deepen students‚Äô understanding of genocide, this presentation explores how women are affected by focusing on their narratives and experiences.
Rebecca Aguayo, University of Missouri, Columbia, MO
Presenters share their investigation of how students engage World History content and develop literacy skills through the use of iPads to create presentations on topics of the Industrial Revolution.
Lynn Brice, University of Minnesota Duluth, Duluth, MN; Bret Baker, Cloquet High Schoo, Cloquet, MN
An interactive historical case study on the legacy of colonialism using the examples of Congo‚Äôs rubber (18th century) and coltan trade (present-day) in order to debate: what is our responsibility?
Alison Kysia, Northern Virginia Community College, Alexandria, VA
This session explores how introducing Ottoman voices into the curriculum through primary sources opens avenues of inquiry that challenge dominant and stereotypical notions about one of history's longest-lasting empires.
Deborah Cunningham, Primary Source, Watertown, MA; Barbara Petzen, Middle East Outreach Council, Lovettsville, VA
In the wake of new standards, ""thinking like a historian"" is not sufficient. Using historians' intellectual practices, Bob Bain will offer a common framework for teaching and learning history.
Robert Bain, University of Michigan, Ann Arbor, MI