30th CCSS Annual Conference Presentation Accepted for Posting.xlsx
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Title of Session
Primary Presenter
Co-Presenter(s)
Title/Position and Affilitation
Co-Presenter's Title/Position and Affiliation
Workshop category
Workshop topicDescription of Session
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Using Token Economies to Teach Economic Concepts and Promote Positive BehaviorJeremiah BlahaN/AStudent Teaching and Field Experience Coordinator / Colorado State University - PuebloN/AElementary School, GeneralEconomics, Classroom ManagementIn my Elementary Social Studies Methods course, my students complete a project, affectionately titled "Token Economy Management System", which merges classroom management and economics education. The development of a Token Economy allows students to explore real world economic concepts such as opportunity cost, supply and demand, cost benefit analysis, and the value/purpose of money. At the end of the session teachers will have an implementation guide to establish their own Token Economy.
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Building a Community BridgeSarah HurdAmy DowellSocial Studies Content SpecialistSocial Studies Content SpecialistElementary School, Middle School, High School, GeneralGeography, Civics/Government, US History, World, Economics, Personal Financial LiteracyCreating Colorado community partnerships with local museums and organizations helps teachers build a bridge that cultivates connections to standards, conceptual understanding and increased student engagement. Who are your community partners and how do you leverage these authentic relationships? Engage with multiple sources, disciplinary specific practices, and visible thinking routines. Specific avenues for connection and resources from multiple community partnerships will be shared.
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Collaborate Originate Grow and Serve: Not COGS in the MachineSharon MajetichRyan SparzakSocial Studies Teacher/Building Resource Coordinator Rocky Heights Middle SchoolLead Educator, Global Doing GoodMiddle SchoolCivics/Government, Economics, Personal Financial Literacy, Micro-finance, community serviceAn introduction to cross-curricular projects that create a synergy between local business, school-based learning, community partnerships, and student action. COGS projects put an emphasis on preparing students for college, civic life, and global involvement by inspiring student leaders to positive civic action and promoting the common good. Example lessons will be provided.
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Col. John Chivington & The Sand Creek Massacre: A Middle School Historic Mock-Trial ActivityJoe Cushingteacher / 8th grade American history / JeffcoMiddle SchoolCivics/Government, US HistoryUsing both primary and secondary sources, teachers can transport their middle school students back to 1860s Denver, and to one of the most troubling events in Western history: the Sand Creek Massacre. Transform your classroom into a courtroom for three days, and dive into a dynamic exploration of how law, justice, and race shaped early Colorado.
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Travel, Tech, and TeachMary BishehDawn BeckSocial Studies Teacher, Evergreen Middle SchoolSocial Studies Teacher, Evergreen Middle SchoolMiddle SchoolTechnology, Geography, WorldThis presentation will explore teacher-tested lessons from middle school classrooms. Lessons will show how the artifacts and exhibits experienced through a teacher’s travels across the globe are brought into the classroom using technological innovation. Specialized topics include how to incorporate peace studies into your curriculum, how to travel abroad as a social studies teacher, and the best of technology resources. Walk away with new ideas and tangible resources to improve your classroom.
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Artifact Analysis in a Bag: Quick and Easy Strategies to Have Students Complete Inquiry and Critical Thinking Kara CasiniDavid PalmerSocial Studies Teacher at Eaglecrest High SchoolSocial Studies Teacher at Eaglecrest High SchoolMiddle School, High SchoolTechnology, Geography, Civics/Government, US History, WorldOur session will discuss different strategies that teachers can use for artifact analysis along with our three level analysis. The strategies for analysis that we will present are: inquiry in a bag without being able to see the object, inquiry in a bag where you can see the object, and an online virtual museum. We are going to have all participants try each strategy that we present and they will have time to collaborate to make their own activity. Our participants will have a hands on experience
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Learn How to Weed Your Own Garden Kurt GutschickMarc JohnsonTeacher Valor Christian High SchoolProgram Director – Colorado Council for Economic EducationMiddle School, High SchoolCivics/Government, US History, EconomicsIn this session teachers will learn how game theory can be used in a number of ways in the classroom. Game theory is a valuable concept in building a bridge to students’ futures, as it will enable them to think differently about challenging choices they’ll face. Teachers will read a short article, be given lesson plan ideas that could work for economics, history and government classes.
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Local Government In 35 Objects and Counting Kent WillmannLesson on Local Government Trainer - University of ColoradoElementary School, Middle School, High School, GeneralCivics/GovernmentLearn to use everyday objects (primary sources) to help students explore the issues, programs, policies and services provided by local government. From parks to parades and potholes to pot building effective citizens begins locally. Participants walk away with resources from Lessononlocalgovernment.org suitable for k12 classrooms including role played simulations, primary source analysis and tips for engaging with local leaders.
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Hamilton, Hip Hop, and HistoryJason RoyalRay SommersHigh School Social Studies Teacher at Tesla Educational Opportunity SchoolMiddle School Social Studies Teacher at Tesla Educational Opportunity SchoolMiddle School, High SchoolCivics/Government, US History, EconomicsThe impact of "Hamilton" has brought an entirely new dimension to history. In cross curricular fashion, we have created highly engaging, innovative and differentiated lessons around songs from "Hamilton". Students use these lessons to explore Hamilton’s America and to create artifacts and exhibits. For the first half of the session, we will present these lessons and results. In the second half of the session we will collaboratively look at lyrics and allow teachers to discuss their ideas.
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Using Art as a Bridge to the Past with the Denver Art MuseumKristina MahoneyHayley HoltManager of Teacher & School Outreach ProgramsCoordinator of Teacher & School Outreach ProgramsGeneralUS History, WorldJoin us at the Denver Art Museum to learn new strategies for engaging students with art objects from across the globe. In this interactive session, you will discover ways to ignite classroom conversations about world cultures through close looking, inquiry, and exploring multiple perspectives. We will focus on art objects in the DAM's American Indian and Pre-Columbian/Spanish Colonial collections to identify practical and dynamic applications for teaching and learning.
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Got Primary Sources?Stephanie HartmanKile ClabaughSocial Studies Content Specialist, CDEProject Coordinator - TPS, MSU DenverElementary SchoolGeography, US History, social studiesSocial studies can be fun and engaging for students if they are given opportunities to explore history, geography, economics, and civics through primary sources. Yet, primary sources for elementary students can be not only challenging to find but can be as equally challenging to determine how to use them in the classroom. This session will introduce teachers to primary source sets, lessons, and instructional strategies developed by and for elementary educators.
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Should the Events in Syria be Considered Genocide?Cheryl Franklin-RohrStephanie HartmanGifted & Talented ConsultantSocial Studies Content SpecialistHigh SchoolCivics/Government, WorldIn this session, educators will use primary and secondary sources to investigate the events in Syria and draw conclusions about whether or not those events should be considered an act of Genocide. Using the depth and complexity framework, this process empowers students to analyze and evaluate sources through inquiry. Educators will walk away from this session with instructional strategies, resources, and an understanding of how to embed the depth and complexity framework into daily classroom instruction.
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Assessing Student Learning in Experiential “Action Civics”Dr. Benjamin KirshnerErik DutillyAssociate Professor | School of Education | University of Colorado-BoulderGraduate Student | Certified Colorado Social Studies teacher | School of Education | University of Colorado-BoulderHigh SchoolCivics/Government, Behavioral Sciences Action civics offers a way for students to see the relevance of social studies in their lives. Action civics projects enable youth to address public issues that are relevant to their lives and to develop evidence-based arguments to influence policy. Such projects meet many Colorado Academic Standards. Action civics connects to the theme of this conference by offering a way to connect students to their worlds and show how understanding the past contributes to decisions for the future.
In the first fifteen minutes we will facilitate a dialogue where participants share their civics teaching experiences. We will distinguish traditional civics from action civics and discuss how action civics has special value for students. Teachers will access a set of digital material we have developed to support the MYPA tool.
We will invite participants to perform a rapid simulation of an action civics cycle. We will provide scenarios, with accompanying evidence, and give teams time to construct a policy argument. Teachers will use the MYPA rubric to facilitate their decisions about what makes a quality argument and then make brief 5 minute presentations that are scored by their peers. The group will debrief the strengths and weaknesses of the rubric as both a formative and summative assessment tool.
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Bring the Old West to your classroom: New online teacher resourcesKristin FongMuseum Educator, American Museum of Western ArtGeneralUS HistoryThe American Museum of Western Art has officially launched a new education resource for teachers! The resource includes a historic timeline that places paintings from the collection alongside major cultural and social events, as well as 9 lesson and activity ideas for teachers to use in the classroom. The lessons can be tailored to all grade levels and were designed to address Colorado state standards in Social Studies, Visual Arts, Science, and Reading, Writing, and Communication.
Learn how the people, places, and stories of the Old West still influence our perspective. AMWA’s new online teacher resources explore these themes through paintings in the Collection. This session will provide an opportunity to explore the resource with the Museum’s educator, discuss teaching strategies, and get hands-on experience with one of the lessons with the goal of implementing it in the classroom.
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Teach Financial Literacy in the Classroom Through Classroom ManagementJanessa BoulayTimothy BoulayElementary School Teacher at Denver Public Schools & Founder of BoulayBank- A simulated online bank account and virtual classroom economy Financial Consultant & Co-Founder of BoulayBank Elementary School, Middle School, GeneralTechnology, Personal Financial Literacy, Classroom Management SystemOur session relates to the conference by connecting Colorado students to future financial understanding and stability. The session will show how BoulayBank is an online financial literacy platform that allows teachers to manage their classroom while achieving national standards for financial literacy. Designed by a fifth grade teacher, BoulayBank allows for customization to teachers specific needs and teaches critical lessons that Colorado students will encounter in their futures such as managing checking and savings accounts, dynamic payroll, buying and selling assets, credit card exploration, understanding investments and tracking of global currencies. Teacher take-aways are a new classroom management system and a trial user account.
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Cuba: Translating Field Research to the ClassroomJenny PettitCharles Collins and several teachers from the Cuba tripSocial Studies Coordinator for St. Vrain Valley SchoolsGeography Professor at the University of Northern ColoradoElementary School, Middle School, High SchoolGeography, Civics/Government, US History, World, EconomicsThis workshop presents a model for field research and data collection using Cuba as an example. In November of 2016, fourteen K-12 teachers from Colorado traveled to Cuba to conduct field research with the purpose of creating standards-based lessons to use in their classrooms. Unlike a typical tourist visit where you see everything but learn little, the field research tasks were focused on specific themes. For example, (1) visual impact of tourism, (2) strategies for living on $30 a month, (3) multiple perspectives of historic events, and (4) accommodations to limited Internet access, were among the threads investigated. In this workshop, participants will examine data collection skills and learn how geographers read landscapes. While the example is Cuba, the methodology has application to any landscape from local to global. During this workshop, participants will briefly test a data collection model (in the museum or on the street) geared to student use. Participants will leave this workshop with a simple method to incorporate field research into their classrooms as well as access to the teacher-created Cuban lessons.
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Teaching the Chicano Movement as part of the Civil Rights MovementRicardo LaForeJJ RutherfordFormer District Director for US Senator Ben Nighthorse CampbellDirector of Education, History ColoradoMiddle School, High SchoolCivics/Government, US History, Colorado HistoryThe Chicano Movement--El Movimiento--changed lives. Years of racism and discrimination that kept Mexican Americans poor, marginalized and often invisible would not be tolerated anymore. The battle for justice and equality intensified in the 1960s and '70s, particularly in Colorado.

This session will look at the Chicano Movement in the context of the Civil Rights Movement. In reality there were many movements for civil rights, and struggles for justice and equality took place here in our own state. The Chicano Movement has great relevance for Colorado's students. Teachers will be introduced to the history of the Chicano Movement and to History Colorado's resources to teach about El Movimiento in their own classroom, including a permanent exhibit at the History Colorado Center, an online exhibit, digital badge, videos, and primary sources.
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Strong Sisters: A History of Women, Advocacy and Politics in ColoradoEliza HamrickMeg FroelichTeacher, Overland High School, CCSDCo-Writer, producer, director of Strong SistersMiddle School, High SchoolTechnology, Civics/Government, US History, Behavioral SciencesColorado has a unique role in the evolution of government in this country. The women of Colorado were given full suffrage in 1893, and since that point the state has been a leader in electing women to public office. Using the words of past and current female elected officials, the documentary Strong Sisters examines the uniqueness of Colorado and the impact these women leaders have had on our state. Using the film’s topic as a springboard, attendees will understand the distinctive issues facing female elected officials overtime, as well as their unique view and contributions to lawmaking and society, through interaction with engaging, standards based lessons that use primary source materials and literacy skills to explore the history, civic practices and psychology of the women leaders and their impact on Colorado and government. The film and lessons will help to inspire students to advocacy through a better understanding of historic activism and politics. Attendees will also have the opportunity to interact with one of the filmmakers and brainstorm about the motivation, experiences, value and impact of women in government.
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Breaking Down the Content Silos: Designing engaging learning experiences that integrate social studies and literacyAmanda GouldShelli Deaguero, John Dumbleton, Kim JansenK-12 Social Studies Instructional Coordinator, Aurora Public SchoolsShelli: Elementary Literacy Instructional Coordinator, John: Secondary Literacy Instructional Coordinator, Kim: Secondary Literacy Instructional Coordinator (all Aurora Public Schools)Elementary School, Middle SchoolTechnology, Civics/Government, US History, Social Studies/English Language Arts integrationIntegrating the content areas is not easy. It requires planning and content knowledge in multiple areas. However, the payoff can be hugely rewarding. In this session, participants will engage in a hands-on learning experience related to the history of the internment of Japanese-Americans at Camp Amache in Colorado. Through this experience, they will see an example of how Social Studies and English Language Arts can be integrated across a unit to create student engagement and allow students to demonstrate learning through authentic performance tasks. Participants will leave with ideas about how to use artifacts, multiple types of texts and images, and technology to enrich their unit and lesson planning.
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windows into the pasttyson hugheseducator / crow canyon archaeological centerElementary School, Middle School, High SchoolUS History, archaeology / anthropologyWindows Into the Past is a hands-on workshop developed by Crow Canyon Archaeological Center that meets the needs of visual, auditory, and kinesthetic learners. Teachers will step into their students’ shoes as they critically analyze and interpret primary and secondary sources to construct their own understanding of key time periods in Colorado’s past and present. By contrasting collections of material culture (artifacts, features, symbols, etc.), they will be able to identify patterns of continuity and change through time. Teachers will be provided with take home packets, which will allow them to meaningfully adapt the workshop activities to their own classroom.
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Place Based Learning: Make-n-Take Community Partnership StoryMichael FosterMartha Rehm, Deborah Taylor, (Scott VanTatenhove)Educational Technology Facilitator, Poudre School DistrictElementary School Teachers; (Social Studies Curriculum Facilitator), Poudre School DIstrictElementary School, GeneralTechnology, Geography, Civics/Government, Place-Based LearningPresenters will share experiences building a digital learning repository for local history to meet elementary social studies standards. "Our Town - Fort Collins" local history project models district-wide collaboration efforts to develop high-quality curriculum that is accessible to all learners. This tool has become the springboard for learning activities developed with community partners. Presentation will include an online digital tour of the Our Town-Fort Collins digital repository for local social studies and science curriculum. Participants will be asked to view the website bit.ly/ourtownfoco which houses the digital repository and will receive an outline of starting points for developing their own project. Presenters will discuss and present strategies for educators to develop local partnerships in their own communities that will aid in the development of and creation of local social studies content. Participants will be asked to identify stakeholders in their own communities that could be useful in the development of local social studies content. Participants will also be asked to share out contact information to develop a professional learning network to connect classrooms across the state so students can leverage a wider cross-section of "local" state historical artifacts to influence their perspectives.
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Media as the Fourth Branch of Government?Sara EmhofSenior Program Manager, Close Up FoundationMiddle School, High SchoolCivics/Government, US HistoryThe 2016 Election revealed that many Americans are receiving their news from non-traditional (and often non-factual) sources. As teachers, we are challenged to help students discern information and develop critical thinking skills as they absorb media. This session will walk teachers through a lesson that challenges students to consider what role the media should play when it comes to government? should they be the watchdog? promote patriotism and protect national security? Play another role? Teachers will walk through historical roles the media has played and apply the discussion to current day news topics. This lesson, which teachers will take home, aligns with common core standards and the C3 Framework.
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Working Together! Interdisciplinary Civic Inquiry: English + Civics = SolutionsAnton SchulzkiAdrienne HausePresident CCSS & Social Studies Teacher William J. Palmer High SchoolEnglish Teacher - William J. Palmer High SchoolHigh SchoolCivics/Government, Interdisciplinary (English and Civics) See how English and Civics teachers work together to engage students in a series of strategies that allow students use archives and other sources, to research current issues and propose Mock Congress bills as solutions to real world problems. This is a interdisciplinary unit that engages students over the course of a semester. Participants will be given unit plans, rubrics, model papers and the ability to engage in true collaboration.
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The CELL Helps Teachers Educate Students on Terrorism in Today’s World Tom LasorsaAssociate Guest Services Manager; The Counterterrorism Education Learning Lab (CELL)High School, GeneralTechnology, Civics/Government, US History, Worlda. The Counterterrorism Education Learning Lab (CELL) would like to present to educators not only a selection of the programing that the CELL offers but also an example presentation that we are rolling out for the 2017 calendar year.
i. Programming
1. The CELL is excited to offer free admission and tours to educators and their students for the entirety of 2017. This is done through the generosity of our sponsors.
2. The CELL is also excited to partner with schools to bring our 360 Briefing Series to schools and campuses around Colorado. Through this program, we are able to bring a number of subject matter experts to discuss some of the most salient issues facing our country today. This programming is free to schools through the generosity of our sponsors as well
ii. Presentation:
1. A sample presentation of the new initiative we are launching for 2017.
2. Presentation on the founding, goals, makeup, and history of the Islamic State in Iraq and the Levant (ISIL/ISIS/IS)
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Engaging Kids in Historical Thinking: The Socratic SeminarGabrielle K. WymoreMatthew T. DowneySocial Studies Teacher, Blevins Middle School, Fort CollinsProfessor of History Emeritus, University of Northern ColoradoMiddle School, GeneralTechnology, Geography, US HistoryThis workshop will demonstrate lessons, materials and strategies that really do engage students in historical thinking. While the lessons focus on the middle-grades curriculum, the workshop's approach to historical learning can be used at any grade level. It will emphasize the Socratic Jigsaw, which combines the Socratic Seminar with the Jigsaw method of cooperative learning.

The workshop will engage teachers in a series of hands-on, document-based activities. Middle-grades teachers will take away lesson plans and materials that they can use in their own classrooms. All participants will gain experience analyzing and evaluating primary sources, synthesizing historical evidence, and connecting the past to the present.

This session connects to the 2017 theme in the following ways:
An In-Depth Examination of the Past
It will engage participants in in-depth historical inquiry using carefully selected, high-interest primary sources.

Connecting Past to the Current Landscape
Participants will assess the significance of the historical developments and how they continue to influence us today.

Standards-Based Learning
Each activity in grounded in one or more of the Colorado Social Studies Academic Standards and the history grade level expectations for the eighth grade.

Using Artifacts
The presenters will demonstrate how images of historical artifacts from several periods of US history can be accessed online and used as primary sources in an inquiry classroom.
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Timing is everything! Using Local Resources to Impact Student LearningDr. Leslie K. ManiotesLead Professional Developer, BLV ConsultingGeneralTechnology, Geography, Civics/Government, US History, World, EconomicsField trips to museums and historic sites can be a powerful way to connect students to content. Educators have long recognized how experiential learning is powerful because of its multi sensory quality. When students can see, hear and touch, they understand and think in new ways. As a result, a rich experience spurs more complex and interesting student questions. However, did you know that the timing of these learning experiences will have an impact on what students learn and can apply from these rich resources to their lives and the content of the standards?

This session will explore how timing matters in the design of learning experiences when including local resources to maximize learning. Museum resources, virtual field trips (History Colorado, Smithsonian), museum exhibits will be shared.

Participants will get a template to use when planning field trips and excursions that will help them decide when to place them within a learning sequence for a unit of study for greater student impact based on a research backed instructional design framework for inquiry (Kuhlthau, 2004). http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Content of this session can be connected to all SS standard objectives to increase learning outcomes.
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The Rule of Law in ColoradoDaniel CordovaChris RyanColorado Supreme Court LibrarianClerk of the Colorado Supreme CourtGeneralCivics/GovernmentThe Colorado Judicial Learning Center is an interactive educational space that is meant to be experienced. Encompassing all learning styles, visitors can observe, hear, read, and touch their way through the history and application of the rule of law in our country and state.
A snapshot of the exhibits is below. A facilitated discussion of the themes presented will follow.

A quick, fun-filled introductory film uses pop culture movie clips, animation, and a narrator to show would society look like without an impartial Judiciary?

Assembling the Rule of Law
The goal of this game is to visualize and increase understanding of the Rule of Law by connecting the correct principles together, forming the four Pillars of the Rule of Law.

Hear from a Judge
Visitors listen to personal stories of Colorado judges covering four themes: Community and Challenges, Becoming a Judge, The Rule of Law, and Children and Education.

Find the Law That Applies
Visitors learn about different sources of law (U.S. Constitution, Colorado Statutes, Previous Case Rulings, and Court Rules) through interactive cases.
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Connecting to Colorado's Future Through its Past: Teaching with Primary Sources and the Colorado EncyclopediaCynthia StoutPeggy O'Neill-JonesEducation Editor, Colorado Encyclopedia, Colorado HumanitiesDirector, Library of Congress' TPS Program, Metropolitan State University of DenverGeneralTechnology, Geography, Civics/Government, US History, World, Colorado HistoryTeachers will be given a brief introduction to the Library of Congress and Colorado Encyclopedia websites and approaches for finding the resources available in both collections. Two strategies will be introduced and practiced that demonstrate best practices from the Right Question Institute and the Library of Congress to help students learn to think critically and question primary sources. Teachers will be introduced to Annotated Resource Sets that can be accessed online for immediate use in a wide range of classrooms.
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Going Beyond the Map: Interpretation strategies of map artifacts to improve writing on FRQ and DBQ essaysDavid PalmerRusty McCleaveAP Human Geography: Eaglecrest High School and College Board ConsultantAP US History: Eaglecrest High SchoolMiddle School, High SchoolGeography, Civics/Government, US History, World, Strong connection to AP SS CoursesThis session will introduce two strategies commonly used in AP Social Studies courses:
Four Level Analysis (AP Human Geography) and the HAP-P Strategy (uses for AP History courses). These strategies help students see patterns and draw inferences quickly and effectively. The session also addresses how to bridge the gap between making sense of a map artifact and how to use this information to improve a student’s analytical writing. Teachers will walk away with applied activites and ready to use strategies.

Session will address Colorado SS Standards: His 1.1 and 1.2 and Geo 2.1, 2.2, and 2.3
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Social Studies Live! Resources for Learning and Tools for SuccessMichelle PearsonDr. Astrid Liverman, Laura Douglas, Dr. Cynthia Stout,Educator and Historic Preservationist, Adams 12 School DistrictLiverman: National Register Historian, History Colorado, Douglas: Digital Project Coordinator, History Colorado, Stout: Historian, Colorado EncyclopediaElementary School, Middle School, High School, GeneralTechnology, Geography, Civics/Government, US History, Colorado HistorySocial Studies is alive and in your own backyard! Join a cadre of historic preservation, digital literacy, and education specialists to explore resources and strategies that promote critical thinking and inquiry tied to historic places. Learn about the rich educational resources available from multiple projects developed and sponsored by the History Colorado Office of Archaeology and Historic Preservation and the History Colorado State Historical Fund. Walk away with digital and print resources to support active learning strategies inside and outside the classroom, and a toolkit with ideas for learning at multiple grade levels. All resources presented support conversations around history, geography, economics, and civics, and connect to local, state, national, and international themes in our state standards.
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Take Them to the Sources: Bringing Artifacts into the Elementary ClassroonAriana Ross Librarian and Children’s Specialist, Denver Public Library Western History DepartmentElemCivic/Gov, US HistoryK-5 teachers – do you want to start using primary sources in the classroom, but aren’t sure where to start? Wondering how to successfully build a lesson around historical artifacts?
Use items from the Denver Public Library’s special collections for a hands-on introduction to creating lesson plans featuring real historical artifacts, photographs, and more. Learn how to select and adapt sources to spark engagement among students of all levels in this interactive workshop.
Whether you are a veteran historical researcher or looking to take the first step in primary sources, this workshop will hone techniques and strategies to build meaningful lessons with historic items.
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Understanding the Future Through Researching Our Past: Primary Source Research in the History Colorado Library & Research CenterLaura Ruttum Senturia, Library Director, Stephen H. Hart Library & Research Center, History Colorado Civics/Gov, US History, GeoWe’ve all heard the adage that “history repeats itself,” and we see daily echoes of this in politics, city growth and development, and myriad other ways throughout our lives. Researching in primary source materials—from diaries to photographs, newspapers, and artifacts—is an excellent way for students to learn the lessons of Colorado’s past, applied at a human scale. Join us for a breakout session to learn how the History Colorado collection can help students identify with Coloradans who lived here before us, and how to get started on their (or your!) research.
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Take Them to the Sources: Bringing Artifacts into the Elementary ClassroonAriana Ross Librarian and Children’s Specialist, Denver Public Library Western History DepartmentElemCivic/Gov, US HistoryK-5 teachers – do you want to start using primary sources in the classroom, but aren’t sure where to start? Wondering how to successfully build a lesson around historical artifacts?
Use items from the Denver Public Library’s special collections for a hands-on introduction to creating lesson plans featuring real historical artifacts, photographs, and more. Learn how to select and adapt sources to spark engagement among students of all levels in this interactive workshop.
Whether you are a veteran historical researcher or looking to take the first step in primary sources, this workshop will hone techniques and strategies to build meaningful lessons with historic items.
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Defining Academic Rigor- Not More… DifferentSteve Beaslys3strategiesHigh SchoolUS HistorySo, what is academic rigor? This session features strategies to effectively introduce and master the use of complex texts in an inquiry-based classroom. Experience learner-centered, higher-ordered thinking strategies that prepare students to excel. Take theory to practice in doable and meaningful ways.Participants will experience a “Historical Mystery” in which students are exposed to a variety of primary sources to discover the key events and issues of a particular period of history. Participants will also experience powerful ways to engage students with primary source excerpts and political cartoons as they discover how to teach and review using academically rigorous strategies. Strategies for dealing with problematic vocabulary will also be included.

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Building Skills in Identifying Point of View through Primary Sources from Thomas Jefferson's MonticelloSamantha WesterdaleTeacher, Alumna of the Monticello Teacher Institute, Thomas Jefferson's MonticelloHigh SchoolUS HistoryWork with an alumna of the Monticello Teacher Institute to learn how your students can determine Thomas Jefferson's point of view on education from primary sources available from Thomas Jefferson's Monticello, designed as part of a lesson plan reviewing the perspectives of the Founding Fathers. Free digital resources, including lesson plans, and information about the Monticello Teacher Institute, a fully-funded summer professional development program, will be provided.
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