Learn how to use Sticky Notes to receive instant feedback from students, teach analysis sills while reading text and primary source documents, and as a pre-writing tool.
Kasey Hill, Cabot Freshman Academy, Cabot, AR
The Big History Project team built the course, the curriculum and resources around the inquiry arc. When the C3 Framework was released, many teachers saw in the BHP a ready-made comprehensive curriculum to realize the four C3 dimensions. BHP teachers will present ways that BHP helps social studies students meet the four dimensions.
Bob Regan, David Burzillo
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.
Dustin Tenreiro, Facing History and Ourselves, Brookline, MA
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
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
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
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
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