Transcending Traditional Timelines: Using Technology to Contextualize World Religions and PhilosophiesSubmitted by David Bailor on Thu, 10/17/2013 - 10:09pm
An AP World History class teamed with Microsoft to create interactive timelines of World Religions using One Note notebooks and a dynamic tool called ChronoZoom. Learn how to create an inquiry-based collaborative project that integrates technology, creativity and historical thinking skills.
Maggie Sullivan, Mark Payton, Matt DiGiulio and the AP World History class from Whitfield School, St. Louis, MO
Learn about the Big History Project's problem-based, blended learning course in "big history" for high school students. The course begins with the Big Bang and ends with a unit on the future. BHP students encounter major ideas in science and history to investigate some of our biggest and most essential questions.
Bob Bain, University of Michigan, Ann Arbor, MI; Andy Cook, Big History Project, Kirkland, WA
Transform stereotypes and inspire your students with the little-known history of Jewish armed and unarmed resistance during the Holocaust. Includes free curriculum, slideshow and DVDs.
Jonathan Furst, Jewish Partisan Educational Foundation, San Francisco, CA
Receive a complete unit with two simulations that improves students’ communication, critical thinking, and analysis skills with ready-made lessons on Western and non-Western perspectives regarding “civilization,” conquest, and ethics.
Jessica Fisher, The Webb Schools, Claremont, CA, US
Using award-winning film and curriculum on post-genocide Rwanda, this presentation demonstrates how to motivate students to think critically about colonialism and genocide while caring about how they treat one another.
Mishy Lesser, Coexist Educational Project, Boston, MA, US; Adam Mazo, Coexist Educational Project, Boston, MA, US
The Alliance Project created a professional development curriculum for teaching world history from a global perspective in secondary schools. The curriculum and materials will be shared and modeled with participants.
Deborah Johnson, Lakeside School, Seattle, WA, US; Tim Keirn, California State University, Long Beach, Long Beach, CA, US; Patrick Manning, University of Pittsburg, Pittsburg, PA, US; Anita Ravi, Alliance College-Ready Public Schools, Los Angeles, CA, US
Using the themes presented in the “Star Wars and “The Lord of the Rings” films, educators can assist students in understanding historical and religious topics presented in history class.
Jason Allen, Blue Ridge Community and Technical College, Martinsburg, WV, US
Successfully use music and film clips along with primary documents to help students gain a deeper understanding of the anti-Apartheid movement in South Africa. Classroom resources provided.
Michael Boucher, Indiana University, Bloomington, IN, US; Karen Burgard , Franklin College, Franklin, IN, US
SEEDS engages students in action-oriented research of a political, economic, or social global crisis of interest to them, and offers opportunities share this knowledge with their peers, school, and community.
Kelly Pecak, Maine West High School, Des Plaines, , US; Melissa Riley, Maine West High School, Des Plaines, IL, US; Gwynne Ryan, Maine West High School, Des Plaines, IL, US
The Book Thief, one of the Common Core Exemplar Texts for 9-10th grade, can be used to explore how Nazi propaganda convinced German citizens to willingly support their regime.
Annette Civiello, Ohio University - Student, Athens, OH, US