Secondary Level-High School
Report of a project taking high school students into their local community to observe/evaluate historical commemorations, then return to the classroom to apply skills to US History lessons
Michael Lovorn, University of Pittsburgh, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA
Details of a collaborative national project to develop and implement more globalized world history curriculum for middle and high school, led by the Alliance for Learning in World History
Michael Lovorn, University of Pittsburgh, Pittsburgh, PA; Patrick Manning, University of Pittsburgh, Pittsburgh, PA; Ashley Woodson, University of Pittsburgh, Pittsburgh, PA
This workshop integrates the use of a family career genogram to develop college and career readiness with Dimension 2 of the inquiry arc of the C3 Framework.
Dr. Terrence A. James, Penn State, Harrisburg, Harrisburg, PA; Dr. Rose H. Merrell-James, Shippensburg University, Shippensburg, PA
Through an exploration of ""On the Waterfront"" directed by Elia Kazan, the session explores how to integrate film analysis into teaching about the Hollywood Blacklist and naming names before HUAC.
Timothy Reinhardt, Hudson High School, Hudson, MA, @tireinhardt
An author of the C(3) Framework and members of the National Action Civics Collaborative will discuss tools, practices, and assessments for ""Taking Informed Action.""
Peter Levine, CIRCLE/Tisch College/Tufts University, Medford, MA, @peterlevine; Lisa Bardwell, Earth Force, Denver, CO; Brian Brady, Mikva Challenge, Chicago, IL
Evaluating materials for teaching the Holocaust: film, historical fiction, images.
Alan Marcus, University of Connecticut, Storrs, CT; Gary Mills, University of Nottingham, Nottingham,
Reconstruction, a pivotal moment in US History lets students explore questions about national identity, freedom and justice that are fundamental to historical understanding and citizenship today. Resources and lessons included.
Laura Tavares, Facing History and Ourselves, Brookline, MA; Dan Sigward, Facing History and Ourselves, Brookline, MA
Learn to empower ALL students to reading complex texts with high-level questions that promote a growth mindset and critical thinking. Gain access to a database of teacher-created close reading exemplars.
Angela Orr, Washoe County School District, Reno, NV; Lindsey Clewell, Washoe County School District, Reno, NV; Marcia Motter, Washoe County School District, Reno, NV; Janet Roberts, Washoe County School District, Reno, NV
This panel of teacher/academics discusses the pedagogical effectiveness of biographies of American women to illuminate, expand, enlarge, understand students' understanding of historic periods, movements or events in US history.
Carol Berkin, Baruch College, New York City, NY; Bruce Lesh, Franklin High School, Baltimore, MD; Barbara Winslow, Brooklyn College, Brooklyn, NY
The C3 Social Studies Framework uses inquiry-teaching strategies. C3 applies spatial/environmental perspectives of geography. This session links the C3‚Äôs Inquiry Arc, social studies content, and the National Geography Standards
Paul Nagel, North American University, Houston, TX; Jim Hauf, Berkeley Middle School, Berkeley, MO; Joseph P. Stoltman, Western Michigan University, Kalamazoo, MI; Robert W. Morrill, Virginia Tech University, Blacksburg, VA