This session will explore the new Missouri Holocaust Education Mandate which is required in public and charter schools for grades 6-12. The session will include an overview of effective teaching strategies, access to key resources such as survivor testimonies and historical materials, and time for educators to begin developing or refining their own Holocaust education plans. By the end of the workshop, attendees will be equipped to meet the mandate’s objectives with confidence.
This session explores the unique demands of social sciences versus ELA writing and the impact of unified instruction. Through best practices in writing and source analysis, educators will gain strategies and scaffolding techniques to elevate student writing, foster skill transfer, and build cross-disciplinary language for critical thinking and analytical expression.
Use stick figure graphic novel notes to teach the story of Martin Luther and how it led to the Protestant Reformation. Engage the kids with this unique story with a fun note-taking style.
In this session, participants will be introduced to numerous structured literacy practices that can be quickly and easily implemented in Social Studies classrooms in order to develop content knowledge, facilitate critical thinking, assess student achievement, and improve reading fluency and comprehension. Attendees will have multiple opportunities for deliberate practice, meaningful collaboration, productive discussion, and active learning.
This learning session shares a personal narrative of professional learning and sheds light on a lesser-known aspect of the Holocaust. Participants are encouraged to continue learning and exploring the history of World War II and the Holocaust. Lessons come from a conference I attended through Yahad In-Unum
Asian and Asian American students are the fastest-growing racial group in K–12 education. However, through their K-12 education, Asian and Asian American students have little opportunity to learn about the histories, cultures, and heritage of their communities. This workshop will share findings derived from the researcher’s youth participatory action research with Asian and Asian high school students and provide insights into ways to incorporate Asian and Asian American students’ transnational funds of knowledge in social studies classrooms. Attendees will learn ways to provide students with more rigorous, engaging, and hands-on learning about Asian American history, harnessing students’ transnational funds of knowledge.
