I. NOTES ON KEYNOTE SPEAKER:
  • METACOGNITION (THINKING ABOUT THINKING)
  • ACTIVATE SCHEMA (PRIOR KNOWLEDGE)
  • ACTIVE READING MODEL (SALIENCY DETERMINATION, COMPREHENSION, CONNECTIONS, SYNTHESIS, ETC.)
  • MULTIPLE PERSPECTIVES
  • CONTEXTUALIZATION
  • CORROBORATION
  • CHECK OUT HTTP://SHEG.STANFORD.EDU

II. "VISIONING EFFECTIVE INSTRUCTION AND CULTURAL PLURALISM IN CITIZENSHIP EDUCATION":
  • USE NARRATIVE: TELL A STORY TO ENGAGE STUDENTS
  • ENCOURAGE IN-DEPTH STUDY OF SOME TOPICS BY ALL STUDENTS: NOT ALL TOPICS; SMALL GROUPS AND INDEPENDENTLY
  • USE ACTIVE LEARNING TEACHING TECHNIQUES
  • USE LITERATURE TO TEACH CONTENT- LINK WITH ENGLISH TEACHERS
  • MAKE CONNECTIONS BETWEEN TOPICS AND ACROSS TIME
  • SHOW CAUSE AND EFFECT
  • COMPARE AND CONTRAST: VENN DIAGRAM
  • REQUIRE STUDENTS TO WRITE: NOT NECESSARILY LONG RESEARCH PAPERS; EDITORIALS, ANALYSIS OF SOURCES
  • USE WEB 2.0 APPLICATIONS AND CONCEPTS TO HEIGHTEN STUDENT INTEREST AND INCREASE COLLABORATION

III. "INFUSING CULTURAL PLURALISM IN US HISTORY FOR GLOBAL CITIZENSHIP":

PART ONE: CURRENT RESEARCH
  • MARGINALIZING SOCIAL STUDIES
  • INCLUSION OF GLOBAL AND ENVIRONMENTAL ISSUES
  • CHRONOLOGY AND OTHER APPROACHES
  • CULTURALLY DIVERSE POPULATION
  • STUDENT ENGAGEMENT/GETTING STUDENTS INVOLVED
  • INTERDISCIPLINARY SOCIAL STUDIES
  • DOING HISTORY

PART TWO: GLOBAL PERSPECTIVES IN US HISTORY
  • USE TEXTBOOKS AND INTERNET MATERIALS
  • TEACHER NEEDS GREATER FLEXIBILITY: OPEN-MINDED, PLURALISTIC, GLOBAL
  • STUDENTS WILL THRIVE WHEN EXPLORING A PARTICULAR INTEREST/AFFINITY: INQUIRY-BASED
  • APPROACH HISTORY BY TEACHING US AND WORLD HISTORY TOGETHER
  • THEMATIC (CONCEPT) APPROACH
  • EXAMPLES: MIGRATION, RESISTANCE, SURVIVAL
  • MIGRATION: US SETTLERS MOVING WESTWARD, MEXICANS MOVING NORTHWARD, MIGRATION IN CHINA
  • RESISTANCE: AFRICAN AMERICANS DURING SLAVERY, WOMEN FOR SUFFRAGE, JEWS IN HOLOCAUST
  • SURVIVAL: JAPANESE AMERICANS, NATIVE AMERICANS, INDIGENOUS PEOPLE THROUGHOUT THE WORD

IV. "WHAT'S REALLY ESSENTIAL? CREATING QUESTIONS TO MAKE HISTORICAL CONNECTIONS":
  • THEMATIC APPROACH WHILE KEEPING CHRONOLOGICAL CURRICULAR MAP
  • FIND CONNECTIONS ACROSS TIME AND PLACES
  • MAKE HISTORY MORE MEANINGFUL/RELEVANT
  • EXAMPLES: WHAT TYPE OF RELATIONSHIP SHOULD EXIST BETWEEN PEOPLE AND GOVERNMENT? WHY DO IDEAS AND VALUES CHANGE OVER TIME?
  • BIG IDEAS- BROAD "BIG PICTURE" QUESTIONS
  • MULTIPLE INTERPRETATIONS/PERSPECTIVES- ENABLES CREATIVITY, RIGHT BRAIN DEVELOPMENT
  • CAUSE AND EFFECT
  • INTERDISCIPLINARY
  • BLOOM'S TAXONOMY: EVALUATE, SYNTHESIZE, ANALYZE (CRITICAL THINKING SKILLS, HIGHER LEVEL COGNITIVE SKILLS)
  • MEDIUM FOR DISCUSSION, NOT ROTE MEMORIZATION
  • ASSESSMENT/REVIEW: CHOOSE ONE OF OUR FOUR ESSENTIAL QUESTIONS AND TRACE THAT QUESTION FROM FOUR DIFFERENT UNITS
  • HIGHER COGNITION REQUIRED
  • USE THE SAME 3-7 ESSENTIAL QUESTIONS THE WHOLE YEAR THAT ARE RELEVANT TO MODERN ISSUES
  • INQUIRY-BASED- STUDENTS EXPLORE AND INVESTIGATE PRIMARY AND SECONDARY SOURCES TO FIND THE ANSWERS
  • FOLLOW-UP ACTIVITY: FIND CURRENT EVENT THAT ADDRESSES ONE OF THE ESSENTIAL QUESTIONS
  • ADD HISTORICAL QUESTIONS - TO ADDRESS A STATE STANDARD OR BENCHMARK

V. "21ST CENTURY LITERACY: 2.0 AND BEYOND":

VI. "USING CONTROVERSIAL ISSUES IN THE SOCIAL STUDIES CLASSROOM":

MODERN ISSUES:
  • EUTHANASIA
  • ABORTION
  • SOCIAL SECURITY
  • CURRENT WARS
  • CURRENT RECESSION

HISTORICAL ISSUES:
  • J.F.K’S ASSASSINATION
  • "LOST COLONY OF ROANOKE"
  • BOMBING OF HIROSHIMA AND NAGASAKI
  • MCKINLEY'S ASSASSIN: ANARCHIST OR INSANE?
  • "SINNERS IN THE HANDS"
  • SEPTEMBER 11TH

METHODOLOGY:
  • PREPARE/DEBRIEF STUDENTS FOR THE ISSUE BEFORE YOU BEGIN DISCUSSION (RESEARCH)
  • BEGIN DISCUSSION
  • FOLLOW-UP QUESTIONS
  • J.A ROSSI'S FOUR APPROACHES: PROBLEM SOLVING, PUBLIC ISSUES, DECISION MAKING, MORAL REASONING
  • PROBLEM SOLVING EXAMPLE: WHEN SHOULD A COUNTRY INTERVENE IN THE AFFAIRS OF ANOTHER COUNTRY?
  • PUBLIC ISSUES EXAMPLE: ABORTION, EUTHANASIA, HEALTHCARE
  • DECISION MAKING EXAMPLE: FORT SUMPTER IN 1860
  • MORAL REASONING EXAMPLE: HIROSHIMA FROM THE MANHATTAN PROJECT WORKER'S PERSPECTIVE
  • DISCUSSION: BEST WAY TO LEARN AND ENSURE STUDENTS WILL BE MORE POLITICALLY INVOLVED LATER IN LIFE
  • EXAMPLE QUESTIONS: IS IT A RESPECTABLE DECISION FOR ENSLAVED AFRICANS TO COMMIT SUICIDE? WOULD IT BE WORSE TO BE A NATIVE AMERICAN WHEN THE EUROPEANS TOOK OVER OR AN ENSLAVED AFRICAN ON THE MIDDLE PASSAGE? WHAT WOULD YOU HAVE DONE IF YOU WERE LINCOLN AT THE START OF THE CIVIL WAR AT FORT SUMTER? WAS LEON CZOLGOSZ INSANE OR AN ANARCHIST?

ACTIVITIES:
  • JOURNAL ENTRIES: STUDENT WRITES A REFLECTION ON A CONTROVERSIAL ISSUE...THEN TEACHER WRITES A RESPONSE TO THE REFLECTION...THEN A DIFFERENT STUDENT WRITES A RESPONSE TO BOTH REFLECTIONS
  • FISHBOWL: STUDENTS "INSIDE" DISCUSS A CONTROVERSIAL ISSUE WHILE THE STUDENTS "OUTSIDE" GRADE A SPECIFIC STUDENT "INSIDE" BASED ON A RUBRIC...THEN STUDENTS SWITCH POSITIONS
  • CONVINCING THE UNDECIDED: INTRODUCE A CONTROVERSIAL ISSUE/QUESTION (GIVE STUDENTS FACT SHEETS)...HAVE STUDENTS DECIDE WHICH GROUP TO BELONG TO...HAVE THE STUDENTS CONVINCE THE UNDECIDED TO CHOOSE THEIR "SIDE"..CAN MAKE IT A GAME TO TRY TO HAVE MORE PEOPLE ON THEIR "SIDE"
  • ARGUING A GIVEN POINT: SMALL GROUPS OF FOUR- WITH TWO AGAINST TWO IN EACH GROUP...THEN SWITCH POSITIONS SO THEY ARE ARGUING BOTH POINTS BY END OF THE CLASS...THIS WAY THEY LEARN SOMEONE ELSE'S PERSPECTIVE
  • DISCUSSION THROUGH IMAGES: HAVE THE STUDENTS WRITE DOWN THEIR CONNECTIONS, PREDICTIONS, REFLECTIONS, ETC (FOCUS ON MULTIPLE PERSPECTIVES)
  • DEBRIEF/ASSESSMENT: HAVE STUDENTS WRITE AN ESSAY OR REFLECTION TO CONCLUDE THE LESSON

VII. CREATING ORAL HISTORIES AND INTERIOR MONOLOGUES THROUGH DIGITAL STORYTELLING":
  • STUDENTS ARE MORE ENGAGED WHEN THEY PRETEND TO BE IN SOMEONE ELSE'S SHOES
  • ANOTHER PERSON'S PERSPECTIVE/POINT OF VIEW
  • BUILDING EMPATHY, NOT SYMPATHY
  • VOICE, IMAGE, MUSIC ARE POWERFUL
  • SLAVE NARRATIVES, POVERTY IN AMERICA
  • http://socstudiestech.wikispaces.com
  • VOICETHREAD, FLICKR

VIII. "A VOICE FROM THE PAST- A VISION FOR HOPE": A REAL VETERAN TELLS HIS STORY (WWW. TEDENGLEMANN.COM)
  • QUESTION WAR AS AN EXTENSION OF POLITICS
  • UNDERSTAND THE EFFECTS OF WAR ON SOLDIERS AND OTHERS
  • PROMOTE GLOBAL CITIZENS IN THE CLASSROOM
  • PROMOTE KNOWLEDGE OF WORLD CULTURES
  • EXAMINE HISTORIC, GEOGRAPHIC, ECONOMIC, POLITICAL, CULTURAL AND ENVIRONMENTAL RELATIONSHIPS AMONG WORLD RELIGIONS AND PEOPLE
  • EXAMINE CULTURAL DIFFERENCES, NATIONAL/REGIONAL CONFLICTS/PROBLEMS
  • INFLUENCE POLICY, PRIVATE BEHAVIOR
  • PROMOTE TOLERANCE, EMPATHY
  • ASK STUDENTS TO RESPOND TO QUESTIONS SUCH AS: HOW WOULD A GLOBAL CITIZEN RESPOND TO VIETNAM, IRAQ, AFGHANISTAN? WHAT ACTIONS IN FOREIGN POLICY ARE AVAILABLE TO A GLOBAL CITIZEN? WHEN IS IT APPROPRIATE TO USE VIOLENCE? WHAT IS A "JUST WAR"? WHAT ARE THE CONSEQUENCES FOR A SOCIETY THAT ENCOURAGES AGGRESSIVE BEHAVIOR?
  • TOPICS YOU COULD DISCUSS: ECONOMIC, DIPLOMATIC, MILITARY FOREIGN POLICY, CIVIL DISOBEDIENCE, MORAL OBEDIENCE, CO STATUS, GENEVA CONVENTION, TORTURE, EXTRAORDINARY RENDITION
  • CIVIL WAR: TERM FOR PHYSICAL DISTRESS AFTER WAR WAS CALLED "SOLDIER'S HEART"
  • WORLD WAR I: TERM WAS CALLED "SHELL-SHOCK"
  • WORLD WAR II: "COMBAT FATIGUE"
  • KOREAN WAR: "BRAINWASHING" DURING THIS WAR CREATED NEW ADDITION TO UNIFORM CODE OF MILITARY JUSTICE TO GIVE SOLDIERS A PROCEDURE IF THEY ARE PRISONERS OF WAR
  • AMERICAN WAR IN VIET NAM (TWO WORDS): "POST TRAUMATIC STRESS DISORDER" (PTSD)
  • AGENT ORANGE IS THE CODE NAME FOR THE CHEMICALS USED IN VIET NAM
  • IRAQ AND AFGHANISTAN: "TRAUMATIC BRAIN INJURY" (TBI), "MILITARY SEXUAL TRAUMA" (MST), "PTSD", SUICIDE INCREASING EXPONENTIALLY
  • IDEA OF "REPLACEMENTS" INTRODUCED IN VIET NAM: RESULT WAS THE LACK OF TRUST BY OTHER SOLDIERS, CREATING FEELING OF ISOLATION
  • RETURN TO THE "WORLD": "FOXHOLE TO FRISCO" ..TOOK 18 HOURS...SOLDIERS TRAVELED ALONE
  • PROCESS OF REINTEGRATION
  • PARADES IN THE 80'S TO WELCOME SOLDIERS HOME
  • SOLDIERS WHO RETURN ARE DIFFERENT BOTH PHYSICALLY AND EMOTIONALLY
  • CONSIDER AN IDENTITY DISORDER RATHER THAN A STRESSOR DISORDER (ED TICK WROTE WAR AND THE SOUL)
  • SHOW STUDENTS SPECIFIC NAMES AND PICTURES WHEN TEACHING ABOUT WAR IN ORDER FOR THEM TO CONNECT TO REAL PEOPLE
  • SOME SOLDIERS TREATED BETTER IN VIET NAM THAN HERE SINCE THE WAR
  • VETERANS FIND IT HELPFUL TO VISIT VIET NAM FOR CLOSURE/PROCESSING
  • VIETNAMESE DON'T ACTUALLY HOLD US SOLDIERS RESPONSIBLE FOR WHAT HAPPENED

IX. MARCHING FOR FREEDOM: A CIVIL RIGHTS STORY JOURNEY
  • CHECK OUT PHOTOS FROM MATT HERRON (TAKESTOCKPHOTOS.COM)
  • PHOTOS OF MLK: PASSION INSTEAD OF ANGER
  • PHOTOS OF AFRICAN AMERICAN CHILDREN MARCHING TO JAIL
  • PHOTOS OF BLOODY SUNDAY
  • MARCH FROM SELMA TO MONTGOMERY
  • GOOGLE LIT TRIPS
  • GOOGLE EARTH

X. MAYA SOETORO-NG KEYNOTE PRESENTATION:
  • THEME WAS IMAGINATION
  • THREE ASPECTS: VISTAS, VISIONS, VOICES
  • VISTAS: EMPATHY
  • VISIONS: MORALITY
  • VOICES: NARRATIVES
  • PROMOTE CREATIVE THINKING, CRITICAL THINKING, 21ST CENTURY SKILLS
  • MULTIPLE PERSPECTIVES
  • LOCAL AND GLOBAL COMMITMENTS
  • PROBLEM-SOLVING, CONFLICT RESOLUTION
  • PEACE EDUCATION
  • CHARACTER EDUCATION
  • THINKING "OUTSIDE OF THE BOX"
  • ROLE-PLAYING
  • INTERNALIZATION
  • GLOBAL CITIZENS
  • USE MULTIPLE SOURCES, NOT JUST TEXTBOOKS
  • PORTFOLIO AND PROJECT-BASED ASSESSMENTS

XI. CULTIVATING GLOBAL CITIZENSHIP: INTERACTIVE WEBQUESTS BASED ON PEACE CORPS EXPERIENCE