This session will provide educators with a lesson idea that will engage students in recognizing their own role and history in the shaping of the modern world through global connections.
David To, The Ohio State University, Columbus, OH, US; Adrienne Winans, The Ohio State University, Columbus, OH, US
Poster Session-Identity, Colonization, Revolution and Globalization: Interdisciplinary and Thematic World History!Submitted by TimDaly on Thu, 08/01/2013 - 4:42pm
Thematic based units within an interdisciplinary World History and World Literature class provide marginalized students with a relevant and thought provoking curriculum intended to strengthen minds with critical thinking.
Jessica Flock, University of Wyoming, Laramie, WY, US
This presentation will demonstrate instructional techniques and activities rooted in historiographical techniques for the purpose of engaging students in meaningful critical thinking that addresses the Common Core Standards.
Nicholas Walsh, Decatur Public Schools District 61, Decatur, IL, US
The presenters will discuss the legislative changes in Ohio that have downgraded World History to an elective course, and advocacy efforts underway to save and strengthen social studies.
Brad Maguth, The University of Akron, Akron, OH, US; Corbin Moore, Ohio Council for the Social Studies, Columbus, OH, US
Learning is best facilitated when students build from the familiar. Discover how to take advantage of this. This presentation will provide unique, hands-on examples for implementing the Common Core Standards.
Jennifer Donnelly, Irvine High School, Irvine, CA, US; Gregory Gray, Portland State University, Portland, OR, US
This session will examine global perspectives on teaching the slave trade by examining sources from Ugandan, U.S. and U.K. curricula and materials.
Jonathan Burbidge, The Ohio State University, Columbus, OH, US; Gilbert Kaburu, The Ohio State University, Columbus, OH, US; David To, The Ohio State University, Columbus, OH, US
Poster Session-"Who ARE These People?" Facilitating Cultural Understanding through Historical InquirySubmitted by TimDaly on Thu, 08/01/2013 - 4:41pm
How do the practices and products of different groups reveal cultural values? Introducing students to historical methods enables them to formulate pertinent questions, conduct independent research, and communicate their findings.
Joseph Marangell, East Haven Public Schools, East Haven, CT, US; Regine Randall, Southern Connecticut State University, New Haven, CT, US
Primary sources take many forms, and provide rich, varied perspectives on historical events. Learn how to build the best selection for a given event, maintaining balance between story and narrative.
Jeremy Gypton, Sunnyside High School, Tucson, AZ, US
Using the writings of these travelers allows teachers to teach both historical topics and the Common Core Standards associated with reading.
Jonathon Kaminsky, Prospect High School, Mt. Prospect, IL, US
This session will explore the incorporation of art into history lessons and the “card-sorting” strategy for making global connections. Handouts will be provided.
Lauren McArthur Harris, Arizona State University, Tempe, AZ, US