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
Explore how an integrated World Literature/World History class incorporates reading, writing, and critical thinking prevalent in the Common Core Standards. Leave with a sample unit that blends history and literature.
Tracy Inman, Western Kentucky University, Bowling Green, KY, US; Jana Kirchner, Western Kentucky University, Bowling Green, KY, US
Have a conversation with Notables Booklist authors Cynthia Grady, Sheri Sinykin, and the Pinkneys. Each will talk about their work, how it relates to social studies, and answer questions.
Kristy Brugar, Wayne State University, Detroit, MI, US; Tina Buster, Los Angeles Unified School District, Los Angeles, CA, US; Melinda Odom Staubs, Jacksonville State University, Jacksonville, AL, US; Cynthia Tyson, The Ohio State University, Columbus, OH, US; Scott Waters, Emporia State University, Emporia, KS
This session values the human stories of genocide by providing educators with ideas, resources, and examples of using firsthand accounts and primary sources to teach about genocide.
Rebecca C. Aguayo, University of Missouri, Columbia, MO, US
A student-centered, adaptable unit that includes teaching strategies to help students learn more about their own, individual values while using skills related to research and the Common Core standards.
Brittany Lare, Medford Township Public Schools, Medford, NJ, US
Using primary and secondary resources from ancient Rome and current events, participants will learn how to develop student's skills in historical thinking and reading. Ready-to-go lessons and strategies are provided.
Douglass Behse, Singapore American School, Singapore; Matthew Elms, Singapore American School, Singapore; Jennifer Koltutsky, Singapore American School, Singapore