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DTSTART;TZID=America/New_York:20261017T082500
DTEND;TZID=America/New_York:20261017T085500
DTSTAMP:20260525T040412
CREATED:20260524T194026Z
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SUMMARY:Beyond the Textbook...Beyond the Exam: Bridging AP Human Geography Students to Geographic Practice
DESCRIPTION:Summary\nRecent calls from geographers\, including AAG President William Moseley—notably in his 2025 NCGE address—emphasize strengthening the vital bridge between K-12 and college geography educators. Despite robust AP Human Geography (APHG) enrollment\, geography remains a “discovery degree” with students rarely considering it beyond high school. This presentation addresses this pipeline challenge through a model for post-AP exam experiential outreach that engages students directly with geographic practice. Building effective bridges requires engagement from both sides: AP teachers willing to connect with college faculty\, and geography professors willing to reach beyond university walls. Drawing on our combined experience as an APHG teacher\, APHG reader\, and college geography professor\, this presentation describes designing a campus visit where post-AP exam students engage in hands-on geographic investigation using college-level tools and methods across multiple sub-disciplinary areas. The presentation will share the framework for designing meaningful experiential connections between APHG curriculum and college geography practice\, discuss findings from implementation\, and explore challenges in building these two-way relationships. Attendees will gain practical guidance for creating similar outreach initiatives adaptable to their institutional contexts\, whether as AP teachers seeking college partnerships or faculty engaging high school geography students. \nSession Focus \nAPHG Educators | Geography for Life | Curriculum and Instruction \nConference Room\nLacy \nMeet the Presenters\nDr. Thomas R. Craig is an Assistant Professor of Geography and Geographic Information Science in the Department of Geography and Geospatial Sciences at South Dakota State University. With nearly two decades of experience as a geography educator spanning both secondary and higher education\, Dr. Craig brings a unique perspective to bridging these often-separate worlds. He has served as an Advanced Placement Human Geography exam reader for ten years and previously taught high school social studies for five years before completing his Ph.D. in Geography from Oklahoma State University. \nKim McCullough teaches AP Human Geography\, World Regional Geography\, Geography of Religion\, and AP European History at Brookings High School. She earned her Master’s degree in Geography from South Dakota State University in 2003. Before joining Brookings High School\, she taught at the Flandreau Indian School\, served as an instructor in SDSU’s Department of Geography and Geospatial Sciences\, and taught at George S. Mickelson Middle School in Brookings.
URL:https://ncge.org/event/beyond-the-textbook-beyond-the-exam-bridging-ap-human-geography-students-to-geographic-practice/
LOCATION:Conference Room: Lacy
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T082500
DTEND;TZID=America/New_York:20261017T085500
DTSTAMP:20260525T040412
CREATED:20260524T194721Z
LAST-MODIFIED:20260524T194721Z
UID:10000440-1792225500-1792227300@ncge.org
SUMMARY:Map your World: Empowering Students with OpenStreetMap
DESCRIPTION:Summary\nOpenStreetMap is the world’s largest crowdsourced geospatial database\, powering thousands of applications across corporate\, government\, nonprofit\, and academic sectors. As a free and community-driven project\, anyone can contribute and anyone can use the data. As a tool for teaching geography\, OpenStreetMap (OSM) is unparalleled. Mapping\, as a classroom activity\, fosters spatial awareness and locational intelligence; open mapping helps students become active engaged citizens where they help others in their community and around the world. \nTeachOSM (A program of OpenStreetMap US) is an open resource hub and community network for students and educators to develop geospatial skills and increase civic engagement through project-based learning via OpenStreetMap. Through monthly Working Group meetings and asynchronous collaboration\, TeachOSM members maintain a central repository of learning materials & resources designed for educators\, facilitate a community of practice by networking educators and hosting mentors\, and maintain or advocate for tools that improve the ability for educators to integrate OpenStreetMap into their classrooms and curriculum. Learn about the work of TeachOSM\, the OpenStreetMap project\, and see case studies of how OSM has been utilized in the classroom. \nSession Focus \nAll Grade Levels | Geospatial Technology | Open Data \nConference Room\nCullen \nMeet the Presenters\nAlyssa Castronuovo is the Program Coordinator at OpenStreetMap US\, a national nonprofit dedicated to supporting OpenStreetMap and its community of mappers. In her role she supports the TeachOSM program\, which connects educators interested in implementing OSM in their classrooms to educational materials\, shared resources\, and the wider OSM community. She loves exploring the beautifully mapped bike and pedestrian infrastructure in her home of Richmond\, Virginia. 
URL:https://ncge.org/event/map-your-world-empowering-students-with-openstreetmap/
LOCATION:Conference Room: Cullen
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T082500
DTEND;TZID=America/New_York:20261017T085500
DTSTAMP:20260525T040412
CREATED:20260524T195948Z
LAST-MODIFIED:20260524T195948Z
UID:10000441-1792225500-1792227300@ncge.org
SUMMARY:Mapping the Professional Fall Line: A Grades 4-12 Geospatial Careers & GIS Curriculum
DESCRIPTION:Summary\nHow do we find tomorrow’s geospatial professionals today? The answer lies in “backwards mapping” industry requirements directly into our K-12 classrooms. \nJoin the author and presenter for a deep dive into Geospatial Approaches and Careers\, a curriculum passion project designed to bridge the gap between foundational education and professional practice. This session demonstrates how to scaffold high-level GIS workforce standards—such as executive briefing and professional data evaluation—into developmentally appropriate experiences for students starting as early as 4th grade. \nBy integrating interdisciplinary standards with geospatial thinking\, technology\, and advocacy\, this framework prepares students to move from classroom learners to industry-ready analysts. Attendees will explore a 4-12 pipeline that connects NGSS\, C3 Framework\, and AP Human Geography skills to the missions of agencies like the Department of Homeland Security. \nWhether you are a classroom teacher\, a school leader\, or a policy broker\, you are invited to explore these possibilities and discuss strategies for implementation in your own learning community. \nAttendee Take-away: Participants will receive a digital “Geospatial Career Readiness Toolkit\,” featuring the full curriculum draft\, the Parkdale GIS Graphic Organizer\, and the Professional Executive Brief Rubric. \nHow can we bridge the gap between classroom geography and the high-demand geospatial workforce? This session introduces a modular consultancy model derived from the Geospatial Approaches and Careers project. Rather than a “one-size-fits-all” curriculum\, this model offers a “backwards-mapped” framework that allows educational leaders to implement geospatial career pathways in part or in whole\, depending on their local resources and goals. \nThe presenter will demonstrate how to adapt industry-standard requirements—such as Executive Briefing and GIS Data Evaluation—for diverse settings\, including elementary enrichment\, middle school STEM modules\, and high school CTE programs. We will explore how these “pluggable” units align with NGSS\, C3\, and APHG standards to create a professional pipeline that is both developmentally appropriate and industry-aligned. \nSession Focus \nAll Grade Levels  | Geospatial Technology\, Human and Cultural Geography\,  & Geography for Life| Curriculum and Instruction \nConference Room\nRobins Family Forum Theater \nMeet the Presenter\nDaniel Joseph Whalen is an educational leader with a 22-year career dedicated to fostering student engagement and spatial literacy. Currently serving as an Assistant Principal in Las Vegas\, New Mexico\, his passion for geography is deeply rooted in his own diverse geographic upbringing—from the industrial heart of Pittsburgh to the close-knit\, multi-generational farming villages of upstate New York. Holding a BA in History from SUNY Albany and an MA in Educational Leadership from The George Washington University\, Daniel brings a profound understanding of how community\, environment\, and a “sense of place” shape student identity and achievement. \nOver his 18-year tenure with Prince George’s County Public Schools in Maryland\, Daniel became a driving force in geographic and spatial science education. He spent a decade in the classroom teaching AP Human Geography and was instrumental in shaping the district’s instructional framework\, including co-authoring the AP Human Geography elective curriculum. Recognizing the critical importance of geospatial technologies\, he later transitioned into Career and Technical Education (CTE). In this capacity\, he pioneered pathways for students by developing and teaching comprehensive curricula for Homeland Security Science\, Digital Cartography\, and Advanced Geographic Information Systems (GIS). \nA dedicated advocate for geographic education at the national level\, Daniel is thrilled to connect with fellow educators and leaders at the National Council for Geographic Education annual conference. He brings a wealth of assessment and mentorship experience to the geography community\, having served as an AP Human Geography Reader since 2009 and a College Board Table Leader since 2023. As a Certified Geospatial Educator (GeoEdC) and a 2018-2019 American Geographic Society Fellow\, Daniel has consistently championed spatial education\, supported by his leadership as Treasurer of the Maryland Geographic Alliance and his history of presenting on GIS integration at previous NCGE and Towson University conferences. \nToday\, Daniel applies his geographer’s lens to school-wide administration\, guiding educators to build innovative CTE pathways to graduation. In his administrative roles\, he integrates character education and community-specific values into the curriculum—equipping students not just for the global workforce\, but to lead and serve locally in Meadow City. Whether developing school-wide instructional strategies or serving as the energetic “SportsCenter” voice celebrating student milestones\, Daniel remains fiercely committed to elevating expectations\, celebrating student success\, and expanding access to high-quality geographic education.
URL:https://ncge.org/event/mapping-the-professional-fall-line-a-grades-4-12-geospatial-careers-gis-curriculum/
LOCATION:Conference Room: Robins Family Forum Theater
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T091000
DTEND;TZID=America/New_York:20261017T095000
DTSTAMP:20260525T040412
CREATED:20260524T200859Z
LAST-MODIFIED:20260524T200859Z
UID:10000442-1792228200-1792230600@ncge.org
SUMMARY:Learning Along the Fall Line: Building an OER State Atlas for All Learners
DESCRIPTION:Summary\nImagine a free\, comprehensive digital atlas designed specifically for K–12 educators — one that connects geography\, history\, science\, ELA\, and math in a single resource. The Virginia Geographic Alliance has built exactly that with An Atlas of Virginia\, offering 40 full-page maps\, interactive online resources\, nonfiction text\, charts\, and a teacher guide aligned to state standards in one dynamic resource. \nIn this session\, participants will explore the features and instructional potential of An Atlas of Virginia and discuss what it takes to build something similar in their own states. We’ll examine the components that make this atlas an effective classroom tool — from cross-curricular connections and literacy support to interactive maps and standards alignment — and brainstorm how state geographic alliances\, university partners\, and educators can collaborate to bring similar projects to life digitally.\nWhether you teach in Virginia or anywhere across the country\, you’ll leave with inspiration\, a replicable model\, and practical next steps for advocating for — or building — a state atlas resource your students deserve \nSession Focus\nAll Grade Levels | America250 through a Geographic Lens | Curriculum and Instruction \nConference Room\nReynolds Leadership Center \nMeet the Presenter\nAnnie Evans\, Director of Education and Outreach\, has spent over half her life teaching history and civics in Virginia’s K-12 public schools. She collaborates with a network of educators\, museums\, and cultural institutions nationwide to create learning resources that inspire the next generation of educators\, public historians\, and community leaders. Her work emphasizes inquiry-based and place-based learning\, connecting local history to broader topics for secondary and post-secondary audiences while fostering vibrant communities among educational groups and institutions. Annie is the recipient of the National Council for History Education’s Sarah Drake Brown Leadership in History Award\, recognizing her dedication to history education and collaborative approach to curriculum design.
URL:https://ncge.org/event/learning-along-the-fall-line-building-an-oer-state-atlas-for-all-learners/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T091000
DTEND;TZID=America/New_York:20261017T095000
DTSTAMP:20260525T040412
CREATED:20260524T201449Z
LAST-MODIFIED:20260524T201449Z
UID:10000443-1792228200-1792230600@ncge.org
SUMMARY:Crossing the Conceptual Fall Line: Scaffolding AP Human Geography FRQs
DESCRIPTION:Summary\nAP Human Geography students often possess strong content knowledge but struggle to translate that understanding into effective Free-Response Question (FRQ) responses. This interactive workshop focuses on practical\, classroom-tested strategies for scaffolding FRQs while maintaining AP-level rigor and alignment with the APHG Course and Exam Description. \nParticipants will analyze common student breakdown points\, unpack FRQ task verbs\, and practice using scaffolds that support geographic reasoning\, vocabulary\, and evidence-based explanation. Emphasis will be placed on helping students move from description to analysis across human and cultural geography topics such as population\, migration\, urbanization\, and development. \nAttendees will actively engage with and share a variety of strategies and will leave with adaptable resources that can be implemented immediately. This session is designed for APHG educators seeking to improve student writing\, equity of access\, and confidence with FRQs while strengthening core geographic thinking skills. \nSession Focus\nAPHG Educators | Human and Cultural Geography | Curriculum and Instruction \nConference Room\nLacy \nMeet the Presenter\nAllison Cecil is a National Board Certified Teacher and social studies educator at duPont Manual High School in Louisville\, where she teaches AP Human Geography and Dual Credit courses in business and personal finance. She serves as an Assistant Chief Reader for the College Board AP Human Geography Exam. Allison develops inquiry-based curriculum and professional development focused on strengthening students’ geographic reasoning and evidence-based writing. Her recent projects include contributing as an author to History of Korea: Course Companion for IB History Paper 3 and leading classroom and community-based initiatives through the Korean War Legacy Foundation Veterans Legacy Project.
URL:https://ncge.org/event/crossing-the-conceptual-fall-line-scaffolding-ap-human-geography-frqs/
LOCATION:Conference Room: Lacy
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T091000
DTEND;TZID=America/New_York:20261017T095000
DTSTAMP:20260525T040412
CREATED:20260524T202634Z
LAST-MODIFIED:20260524T202634Z
UID:10000445-1792228200-1792230600@ncge.org
SUMMARY:From Rapids to Rivets: Mapping the Fall Line as the Strategic Backbone of the Arsenal of Democracy
DESCRIPTION:Summary\nWhile World War II is often taught through the lens of distant battlefields\, the domestic war of mobilization was won through a landscape shaped millions of years prior. This presentation demonstrates how the Fall Line—the geomorphologic boundary between the Piedmont and the Coastal Plain—served as the primary spatial determinant for American mobilization in the 1940s. \nBy analyzing historical cartography and industrial density maps\, we explore how the Fall Line’s “break-of-bulk” points evolved from 18th-century trading posts into the 20th century’s most vital logistics hubs. This session will provide educators with a framework for using primary sources\, including maps\, to show students that the locations of WWII-era munitions plants\, shipyards\, and embarkation points in cities like Richmond\, Baltimore\, and Philadelphia were not coincidental. They were the direct result of a geological transition that provided the hydropower\, rail connectivity\, and deep-water access necessary for total war. Attendees will leave with access to FREE high-quality resources from the National World War II Museum\, including a lesson plan on the Arsenal of Democracy that uses primary sources to bridge the gap between physical geography and global conflict\, proving that the road to Berlin and Tokyo began at the waterfalls of the Eastern Seaboard. \nSession Focus\nSecondary/High School | Human and Cultural Geography | U.S. History \nConference Room\nCullen \nMeet the Presenter\nJosie Perry is a National Board certified teacher in Social Studies-History. She teaches US History\, Contemporary World Studies\, and Advanced Placement Human Geography at Rising Sun High School in Maryland. She is a Teaching Ambassador for the National World War II Museum and leads professional development sessions for the museum around the country. She was a co-host of the Museum’s Electronic Field Trip World War II: Legacy\, which explored the end of the war and the postwar period\, and a lesson contributor to the new Holocaust Curriculum Guide. She is a 2026 Auschwitz-Birkenau Memorial Foundation Fellow. In 2024\, she completed a fellowship with the Genocide Education Project\, including a field experience in Armenia and led multiple professional development sessions on the Armenian Genocide and its lasting impact. She has participated in the Choices Program Fellowship at Brown University with a focus on human rights\, Fulbright Teachers for Global Classrooms Fellowship\, the NEA Foundation Global Learning Fellowship\, and the National World War II Museum Liberation and Legacy Fellowship.
URL:https://ncge.org/event/from-rapids-to-rivets-mapping-the-fall-line-as-the-strategic-backbone-of-the-arsenal-of-democracy/
LOCATION:Conference Room: Cullen
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T091000
DTEND;TZID=America/New_York:20261017T095000
DTSTAMP:20260525T040412
CREATED:20260524T203354Z
LAST-MODIFIED:20260524T203354Z
UID:10000446-1792228200-1792230600@ncge.org
SUMMARY:The Unruly Rio Grande: How A Meandering River Re-shaped the US-Mexico Line
DESCRIPTION:Summary\nRivers flood and change over time which can cause major issues regarding political boundaries between nations. What happens when this directly impacts people’s homes\, cultural beliefs\, and economic zones. This session focuses on the shifting Rio Grande border with Mexico due to significant flooding in the 19th century and the changes that resulted in a 100 year dispute over a stretch of land in El Paso\, Texas. During a time period of heightened Cold War tensions\, a peaceful negotiation was reached that ended the dispute and permanently altered the course of the Rio Grande River in this area. Various materials and resources will be provided along with lessons that can be used in U.S. History courses or AP Human Geography classes. \nSession Focus\nHigher Education | Physical & Environmental Geography | U.S. History \nConference Room\nRobins Family Forum Theater \nMeet the Presenter\nDawn Schmidt teaches in Tempe\, Arizona at Corona del Sol High School. This is her 30th year and she is teaching Honors World Geography to 9th graders\, AP Human Geography\, an elective for 10th-12th graders\, and Honors United States History to 11th graders. Schmidt currently serves as a board member of the Arizona Council for Social Studies and she is also Teacher Consultant for the Arizona Geographic Alliance. She was awarded the K-12 Distinguished Teaching Award by NCGE in 2021\, the Isidore Starr Outstanding Social Studies Teacher by ACSS in 2016\, and the Flinn Foundation Outstanding Teacher Award in 2013 and 2008. Schmidt has had the opportunity to participate in educational study tours in Taiwan\, Japan\, Tajikistan\, Honduras\, Germany\, and the United Arab Emirates.
URL:https://ncge.org/event/the-unruly-rio-grande-how-a-meandering-river-re-shaped-the-us-mexico-line/
LOCATION:Conference Room: Robins Family Forum Theater
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T100500
DTEND;TZID=America/New_York:20261017T104500
DTSTAMP:20260525T040412
CREATED:20260524T210911Z
LAST-MODIFIED:20260524T210911Z
UID:10000447-1792231500-1792233900@ncge.org
SUMMARY:Reawakening the Stealth Geography Approach in a Persistent Battleground: Elementary Education
DESCRIPTION:Summary\nIn the early 2000s\, integrating geography and literacy at the elementary level garnered attention (Gandy\, 2006; Holloway\, 2015) in the wake of NCLB and the College and Career Readiness Standards. The need for such calls further intensified in the wake of recent nationwide science of reading initiatives and persistent standardized testing. Consequently\, elementary teachers’ time constraints further marginalize elementary-level geography. As a result\, a stealth approach that integrates Geography with literacy is required to provide meaningful geography instruction in elementary grades (Sekeres & Gregg\, 2008). As noted in the Road Map for 21st Century Geography Education\, “Geography should be taught wherever it is found – whether in math\, science\, social studies\, literature\, technology\, or the arts” (Bednarz et al. 2013\, p. 10) \nThis presentation will provide a threefold approach to address marginalization in elementary-level geography. First\, reviewing previous scholarly advances in integrating geography and children’s literature offers a clear way forward. Second\, examples of effective integration of literature with the Geography for Life Six Essential Elements will be demonstrated. Third\, participants will receive an introductory list of elementary geography children’s books and additional resources to empower teachers and teacher educators to integrate elementary geography into quality children’s literature. \nSession Focus\nEarly Childhood/Elementary | Geography for Life | Literacy \nConference Room\nByrd \nMeet the Presenter\nJayson Evaniuck \n 
URL:https://ncge.org/event/reawakening-the-stealth-geography-approach-in-a-persistent-battleground-elementary-education/
LOCATION:Conference Room: Byrd
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T100500
DTEND;TZID=America/New_York:20261017T104500
DTSTAMP:20260525T040412
CREATED:20260524T211226Z
LAST-MODIFIED:20260524T211226Z
UID:10000448-1792231500-1792233900@ncge.org
SUMMARY:Places of Service and Sacrifice: Teaching Through National Cemeteries
DESCRIPTION:Summary\nAP Human Geography students often possess strong content knowledge but struggle to translate that understanding into effective Free-Response Question (FRQ) responses. This interactive workshop focuses on practical\, classroom-tested strategies for scaffolding FRQs while maintaining AP-level rigor and alignment with the APHG Course and Exam Description. \nParticipants will analyze common student breakdown points\, unpack FRQ task verbs\, and practice using scaffolds that support geographic reasoning\, vocabulary\, and evidence-based explanation. Emphasis will be placed on helping students move from description to analysis across human and cultural geography topics such as population\, migration\, urbanization\, and development. \nAttendees will actively engage with and share a variety of strategies and will leave with adaptable resources that can be implemented immediately. This session is designed for APHG educators seeking to improve student writing\, equity of access\, and confidence with FRQs while strengthening core geographic thinking skills. \nSession Focus\nSecondary/High School | America250 through a Geographic Lens | U.S. History \nConference Room\nLacy \nMeet the Presenter\nAllison Cecil is a National Board Certified Teacher and social studies educator at duPont Manual High School in Louisville\, where she teaches AP Human Geography and Dual Credit courses in business and personal finance. She serves as an Assistant Chief Reader for the College Board AP Human Geography Exam. Allison develops inquiry-based curriculum and professional development focused on strengthening students’ geographic reasoning and evidence-based writing. Her recent projects include contributing as an author to History of Korea: Course Companion for IB History Paper 3 and leading classroom and community-based initiatives through the Korean War Legacy Foundation Veterans Legacy Project.
URL:https://ncge.org/event/places-of-service-and-sacrifice-teaching-through-national-cemeteries/
LOCATION:Conference Room: Lacy
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T100500
DTEND;TZID=America/New_York:20261017T104500
DTSTAMP:20260525T040412
CREATED:20260524T211919Z
LAST-MODIFIED:20260524T211919Z
UID:10000449-1792231500-1792233900@ncge.org
SUMMARY:From Maps to Mandates: Teaching the Arab-Israeli Conflict with Primary Sources
DESCRIPTION:Summary\nExplore the history and background of the Arab-Israeli conflict through primary source documents and teaching strategies that support critical analysis of texts. Major historical developments in the Arab-Israeli conflict will be discussed. Participants will develop content knowledge\, experience student activities\, and receive ready-to-use resources and links to digital resources with detailed lesson plans including primary source documents\, maps\, and all necessary student materials. Curricular resources emphasize informational texts with text-dependent and document-based questions to support close\, analytic reading and evidence-based responses\, new literacy strategies\, and best practices in the use of technology in the classroom. Participants will be able to deliver rigorous\, standards-based instruction\, meeting state social studies content standards. High School World History and Global Politics teachers\, and their colleagues who seek to enrich their general content knowledge\, will benefit from this workshop. \nSession Focus\nSecondary/High School | Human and Cultural Geography | World/International \nConference Room\nCullen \nMeet the Presenter\nCasey Finch is an Educator for Institute for Curriculum Services and presents at conferences and facilitates professional learning for educators in the Northeastern region of the United States. Prior to joining ICS\, Casey spent 15 years teaching Social Studies. He taught in both public and private secondary schools in NH\, CO\, and MA. Most recently\, Casey worked for CFR Education developing teaching and learning materials about global civics. Casey holds a B.A in Political Science from the University of New Hampshire and an M.A. in Curriculum and Instruction from the University of Denver. \nCasey facilitates professional learning for the following states: Maine\, New Hampshire\, Vermont\, Massachusetts\, Rhode Island\, Connecticut\, New Jersey\, Delaware\, Maryland\, West Virginia\, Pennsylvania\, Virginia\, and DC.
URL:https://ncge.org/event/from-maps-to-mandates-teaching-the-arab-israeli-conflict-with-primary-sources/
LOCATION:Conference Room: Cullen
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T100500
DTEND;TZID=America/New_York:20261017T104500
DTSTAMP:20260525T040412
CREATED:20260524T212922Z
LAST-MODIFIED:20260524T212922Z
UID:10000450-1792231500-1792233900@ncge.org
SUMMARY:Yippy-Ki-Yay\, Morphin’ Culture!: Teaching Holiday Traditions and Cultural Change Using Die Hard
DESCRIPTION:Summary\nThe “Die Hard as a Christmas movie” debate offers an entry point for engaging students in learning about culture and its interpretation. [JE1.1]As classroom practice shifts toward an emphasis on human geography and the use of geo-literacy skills\, understanding how to engage students with complexity of geography is increasingly important. Because social studies teachers do not receive adequate geography education in their preservice education programs (Bednarz et al.\, 2013)\, we developed and taught a series of mini-lessons focused on cultural change to preservice teachers in a social studies methods course. Using Die Hard as a throughline\, we developed lessons on (1) elements of culture\, (2) folk and pop culture\, (3) the impact of technology (e.g. film\, home video\, internet\, etc.) and diffusion on culture\, and (4) how virtual spaces are a cultural landscape. Though developed for preservice teachers\, this session will address how the lessons can be easily adapted for middle and secondary classrooms. While the Die Hard debate is fun to have\, we concluded with discussions about how cultural change is a normal\, yet invisible\, process. \nSession Focus\nSecondary/High School | Human and Cultural Geography | Inquiry \nConference Room\nRobins Family Forum Theater \nMeet the Presenter\nJeff Eargle is a clinical associate professor at the University of South Carolina where he serves as the Secondary Social Studies Program Coordinator in the College of Education. He is the coeditor of the forthcoming two-volume book Teaching Holocaust Geographies in Middle and High School from Palgrave Macmillan. \n  \nVernon Turner is a Clinical Assistant Professor at the University of South Carolina\, where he teaches social studies methods in the Department of Teacher Education. His work focuses on social studies education and teacher preparation\, with particular attention to inquiry-based instruction and classroom practice. Prior to joining USC\, he taught high school geography\, including Advanced Placement Human Geography. \n  \nBethany M. Sanders is a doctoral student in the College of Education at the University of South Carolina and a high school social studies teacher in the South Carolina public school system. She received NCGE’s K–12 Distinguished Teaching Award in 2024\, and her doctoral studies focus on teaching geo-literacy in the secondary classroom.
URL:https://ncge.org/event/yippy-ki-yay-morphin-culture-teaching-holiday-traditions-and-cultural-change-using-die-hard/
LOCATION:Conference Room: Robins Family Forum Theater
CATEGORIES:Conference Sessions
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