Make your classroom come alive with the sound of music. Music helps students learn world and U.S. history and helps teachers engage a class. Free resources provided. Bring your ears!
Davis Hartwell, Cheverus High School, Portland, ME, US; Stuart Tisdale, Cheverus High School, Portland, ME, US
Teachers will be introduced to methods of engaging students in multi-literacies through the use of Holocaust survivor testimony and Web 2.0 tools that can be personalized for each teacher’s classroom.
Teresa Bergstrom, University of South Florida, Tampa, FL, US; Brandon Haas, University of South Florida, Tampa, FL, US; Tracy Tilotta, University of South Florida, Tampa, FL, US
Popular music often addresses the issues of today. Yet, some songs tell the story of past historical events that correspond to primary source documents from that time period.
Brent Chowen, Brigham Young University--Hawaii, Laie, HI, US
Students don't have any background knowledge? Learn how to use pictures and tableaus to help students develop poems that demonstrate their understanding of historical perspectives. Also addresses Common Core Standards!
Margarita Jimenez-Silva, Arizona State University, Mesa, AZ, US; Ruth Luevanos, Pacoima Middle School, Pacoima, CA, US; Pablo Ramirez, Arizona State University, Tempe, AZ, US
Discover a research based and practical framework using moral dilemmas from historical and contemporary individuals to engage and amplify student’s reasoning skills in large class discussions. All grade levels.
Jordan DeLay, Community High School District 99, Downers Grove, IL, US; Carolyn Flores, Community High School District 99, Downers Grove, IL, US; Elaine Marinakos, Community High School District 99, Downers Grove, IL, US
This presentation focuses on strategies for teaching the Pacific Theater of WWII with ready-to-go primary source materials that culminate in student-designed memorials. All attendees will receive a curriculum guide.
Stephanie Lee Rizas, Bethesda Chevy-Chase High School, Bethesda, MD, US
Virtual tours of Mesoamerican Middle Eastern pyramids? Architectural similarities of Imperial Palace and Versailles? Investigate using religious and political buildings as cultural and historical artifacts in middle school world history.
Charley Forsyth, University of Kansas, Lawrence, KS, US; Molly Fuller, USD 497: Lawrence-Liberty Memorial Central Middle School, Lawrence, KS, US; Scott Peavey, USD 464: Tonganoxie High School, Tonganoxie, KS, US; Tom Resovich, Leavenworth School District, Leavenworth, KS, 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
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; Regine Randall, Southern Connecticut State University, New Haven, CT
Using principles of the International Baccalaureat Programme for the Middle Years, lessons learned in ancient world history come to life in written expressions by those seemingly present to the events.
Maureen Carroll, Damien Johnson, Shaker Middle School, Shaker Heights, OH