This workshop will consist of three morning breakout sessions, an early afternoon plenary session by University of Wisconsin Oshkosh history professor Michelle Kuhl, and time for teachers to break into smaller groups to share and exchange ideas. The morning breakout sessions will include Menasha Middle School teacher Troy Wittmann facilitating discussions on additional history teaching strategies; Wisconsin Historical Society's Michael Edmonds discussing how "Turning Points" and other online historical collections can be used for history instruction; and a history content presentation (to be determined).

This workshop, organized by the American Historical Association and the National History Education Clearinghouse, will offer sessions including "Colonial Beginnings to Early Republic," "Teaching with Textbooks," "National History Education Clearinghouse Introduction," "FDR and ER: Using Documents to Tell Their Story," and "Many Movements: Teaching Black Freedom Struggles from WWII to the 1960s." A box lunch will be provided, accompanied by a talk, "Inverting Bloom's Taxonomy: What's Basic When Reading History?" by Sam Wineburg, Stanford University.

Teachers are invited to enjoy finger foods as they learn about the numerous heritage sites in the area and what those sites have to offer to classes and field trips. Teachers will receive free passes to each of the represented heritage sites as well as classroom activities that relate to information at those sites.
Organizations represented include Champoeg State Park, Mission Mill Museum, Marion County Historical Society, Portland Art Museum, and various other heritage sites.

The Foundations of Democracy Series consists of curricular materials for students from kindergarten through fifth grade on four concepts fundamental to an understanding of politics and government: Authority, Privacy, Responsibility, and Justice. This multidisciplinary curriculum draws upon such fields as political philosophy, political science, law, history, literature, and environmental studies.

This Center for Civic Education curriculum provides lessons and activities for grades 4–12. The primary goal of the program is to promote civic awareness and responsibility in students. By emphasizing student involvement and encouraging students to relate important concepts and principles to historical and contemporary situations, it strengthens students' critical thinking and public speaking skills.

This workshop also includes registration to attend the October 24th Arizona Council for the Social Studies Annual Fall Conference. Participants will also receive a curriculum kit to be shared within their district and an honorarium to assist with travel and food. Social studies or science curriculum coordinators and teachers in grades 6–12 interested in the cultural history of Arizona or the archaeological process, should consider attending this one-day People, Place, and Time training.

People, Place, and Time (PP&T) is an interdisciplinary curriculum for grades 6–12. The activities and lessons are inquiry-based, focusing on social studies, science, and language arts. The curriculum and accompanying materials are presented in a kit format and include the teacher's guide, two interactive "game boards," a video, and basic research sources. All of the activities have been aligned to the Arizona Department of Education Standards for the applicable subject areas. The curriculum contains two units of study—the Cultural Landscape and Cultural Resources Management (CRM) Archaeology. The time required to implement this unit will vary, depending on the classroom structure and depth of student research. The entire curriculum can be covered in one to two 9-week terms.

Unit 1 is the Cultural Landscape. In this unit, students explore the environmental niches of the Sonoran Desert, from the cactus-covered lowlands to the conifer-crested mountains, without ever leaving the classroom. They discover resources and experiment with the development of products from those resources. They envision life as the Hohokam peoples lived it 1,000 years ago—traveling, trading, and manufacturing the tools and foods necessary for survivalᾹin this harsh but bountiful environment. The Cultural Landscape unit may be taught as a standalone unit.

The second unit, CRM Archaeology, introduces students to the discovery of a past culture through scientific investigation. Students play the role of the entrepreneurs and archaeologists who create an archaeological consulting business, bid on a contract to do an archaeological study, and investigate a site. They use statistics to analyze the findings, synthesize the results, draw conclusions, and present their findings about the past. Students must complete the activities in the Cultural Landscape unit prior to beginning the CRM unit.

PP&T kits are distributed through regional training workshops and summer institutes. It is hoped that the remaining kits will be distributed during the ACSS workshops. One to two representatives from each district are encouraged to participate in this training. Training is open to all sixth through 12th grade teachers, but only one participant per district will become the "Keeper of the Kit." Keepers will make the kit available to educators within their district and make sure that the kit contents are intact.

The one-day workshop will include background information on the history of the project, an introduction to archaeology and to the cultural history of Arizona, hands-on experimentation with activities, and the development of a plan for use and distribution of the materials in each school district.