The new Common Core Standards require that social studies classrooms take on a more dynamic role in literary instruction. This can be achieved through inquiry-based instruction in the middle grades.
David Kendrick, Madison County Middle School, Comer, GA; Steven Bilski, Madison County Middle School, Comer, GA; Molly Kendrick, Madison County Middle School, Comer, GA
Can photos incite national pride and/or reconstruct the past? Questioning choice iconic photographs offers a stimulating hook for teacher-candidates to ponder how national identity will be taught in their classrooms.
Stephanie Redmond, The University of British Columbia, Vancouver, BC
This presentation will explore alternative strategies for teaching the wars in Viet Nam, Iraq, or Afghanistan, by integrating analysis of profound cultural differences between the various combatants and resulting consequences.
Dr Robert E. Vadas, State University of New York at Potsdam, Potsdam, NY
This workshop aims to provide participants with concrete lesson plans, pedagogical techniques and curriculum recommendations for integrating feminism into the secondary history classroom.
Jared Peet, The Madeira School, McLean, VA; Krystle Merchant, The Madeira School, McLean, VA
Recipients of the 2011 Korea Society Fellowship will discuss their experiences in Korea and how that translates to lessons in the classroom.
Andrew Glasier, Shaker Heights High School, Shaker Heights, OH; Michelle Murray, North Scott High School, Eldridge, IA; Bridgett Kasubick, Hathaway Brown School, Shaker Heights, OH; Stephanie Lee Rizas, Bethesda Chevy-Chase High School, Bethesda, MD
If you teach the French Revolution, this session is a must see. It will provide four high engagement lessons with all materials: ready to roll out Monday morning.
Henry Shaw, Lynnwood High School, Bothell, WA
Middle school students can learn to distinguish between facts and myths, analyze the political and economic role of pirates in the Middle Ages and Colonial America, and integrate geography skills.
Cynthia Resor, Eastern Kentucky University, Richmond, KY
This session demonstrates how students can better understand the people and atrocities of the Holocaust through historical inquiry that emphasizes the human element of both victim and perpetrator. Lessons provided.
Ginney Wright, University of Arkansas, Fayetteville, AR
Many history students are adverse to reading their textbooks. Aliteracy and illiteracy are the two most common factors that contribute to this trend. What can you do to help?
Annette Civiello, Ohio University, Athens, OH
In studying the Holocaust, many students ask "Why didn't the Jews just leave Germany? Using documentary evidence, this session propose a lesson that allows students to evaluate this complex issue.
David H. Lindquist, Indiana University Purdue University Fort Wayne, Fort Wyane, IN