From the beginning to the expert teacher, using technology as part of social studies instruction in the 21st century is essential. K–12 students use cell phones, the internet, video games, and many other forms of technology. To maintain relevance in the lives of those students, classroom instruction needs to include not only social studies content but 21st-century tools and skills. This workshop will showcase content-specific websites and technology examples that educators can use right away.

Students often struggle to understand the increasingly complex content and vocabulary presented in social studies. Frustrated teachers often feel that it is easier to just cover the information presented instead of working to help students make meaningful connections. Effective strategies increase students learning and build scores on standardized social studies reading and writing tests. This workshop will share successful strategies that target the unique features and constructions of social studies texts as well as other forms of nonfiction and fiction. Handouts and materials provided can be used immediately to modify social studies instruction.

How can social studies teachers engage their students at deep levels so true learning occurs? Brain researchers and educational leaders such James Zull and Robert Marzano suggest developing instructional units around the mysteries of history. Participants in this workshop will use resources from the Buck Institute and others to focus on both the theory and implementation of Problem-Based Learning (PBL). Who killed the Iceman? What really happened at the Battle of the Little Big Horn? What became of the lost colony of Roanoke? Who was the Man in the Iron Mask? How did Cortez conquer the Aztecs? Teachers can use these and mysteries like them to focus student attention and meet state standards. During this workshop, educators will be presented with resources, examples, and time to begin constructing their own history mystery unit.

How can social studies teachers engage their students at deep levels so true learning occurs? Brain researchers and educational leaders such James Zull and Robert Marzano suggest developing instructional units around the mysteries of history. Participants in this workshop will use resources from the Buck Institute and others to focus on both the theory and implementation of Problem-Based Learning (PBL). Who killed the Iceman? What really happened at the Battle of the Little Big Horn? What became of the lost colony of Roanoke? Who was the Man in the Iron Mask? How did Cortez conquer the Aztecs? Teachers can use these and mysteries like them to focus student attention and meet state standards. During this workshop, educators will be presented with resources, examples, and time to begin constructing their own history mystery unit.

The institute is divided into three levels, as follows:

101: This 40-hour training begins with an in-depth study of the Declaration of Independence. Participants will then be taken through the ancient and European origins of the U.S. Constitution, followed by the American origins. The training will continue with a famous Federalist debating a famous Anti-Federalist over whether a New York State convention should vote to ratify the Constitution in 1788.

Then attending teachers will be taken on a walk through the seven articles of the Constitution. The remainder of the time will be spent studying the First Amendment and famous Supreme Court cases on the First Amendment, including the current term cases.

The agenda is divided into blocks of time spent with scholars, followed by break-out sessions where activities are demonstrated on the curriculum covered in the scholar sessions.

201: Available to those teachers who have completed the 101 session, the advanced session begins with a look at the "Ladder of the Bill of Rights." The remainder of the three-day, 18-hour institute is spent studying Amendments Two through 10, along with Supreme Court cases decided under each of these amendments. Break-out sessions follow each scholar session with activities on the Bill of Rights.

301: The one-day, seven-hour Update Session is available to those teachers who have previously attended both 101 and 201. Participants will spend most of the time discussing Supreme Court cases that have been decided during the past few years with the scholars. They will also receive a new activity guide, which includes lessons on Federalism and writing.