"Transforming The Social Studies Mindset" 


37th Annual LICSS Conference

Friday, October 27, 2017

​Melville Marriott Hotel


7:30-8:30 AM
7:30-8:30 AM
1:00-2:00 PM
Kenneth T. Jackson
Professor of History, Columbia University
8:30 – 9:15 AM
Session A: 9:30-10:30 AM
Session B: 10:40-11:40 AM
Session C: 11:50 AM- 12:50 PM
Session D: 1:00-2:00 PM
Working Luncheon Session:
Navigation the Social Studies Job Market
Sessions C and D: 11:50 AM – 2:00 PM
Understanding and Developing the Enduring Issues Essay
From the New York State Education Department:
Donna Merlau, Office of State Assessment
and introducing
Robert Husain, SED Supervisor, Social Studies Curriculum



A1. Using Local Historical Research to Explore the History of Schools

This session focuses on how teachers can help students explore the history of their schools and engage in local historical research. By assigning a school history project, teachers can promote historical thinking skills associated with doing local history in the classroom, such as finding, analyzing, evaluating, and synthesizing primary and secondary sources.  Potential local sources include oral history, Parent-Teacher Association documents, Board of Education meeting agendas and minutes, school budgets, attendance and discipline records, graduation rates, alumni associations, local newspaper articles, census data, architecture, photographs, yearbooks, awards, mascots, and school newspapers.

Dennis Urban, John F. Kennedy High School, Bellmore
Interest Level: 7-12


A2. News Literacy and the Fight Against Fake News
News Literacy, like social studies, is dedicated to teaching students the critical thinking skills and civic values that citizenship in a participatory democracy requires.  Essential to the cultivation of these skills and values is the pursuit of truth, which is difficult to find amid an avalanche of misinformation that has been unleased online and on social media.  Fake news has made the search for facts a greater challenge than ever – one that requires a new kind of literacy that enables students to distinguish credible journalism from bogus stories, and to find reliable information on which they can act with confidence.

Jonathan Anzalone, Stony Brook University School of Journalism
Interest Level: Grades K-12


A3. Pulling Back the Curtains of History with C3 Inquires

This workshop shares the NCSS C3 inquiry units to pull back the curtains of history using children's literature to reveal stories of hope and grit in the American Revolution, character strengths of the leaders of the Ancient World and Mindset in the Industrial Revolution through lesson segments employing the NCSS C3 curriculum design.  Through the inquiries, students will reflect on and analyze their own self-belief. The workshop is supported by a website that shares all materials with participants.

Dr. Kevin Sheehan, Molloy College and Molloy College students
Interest Level: K-12

A4. Using Nearpod to Engage Students
Nearpod is an interactive classroom tool for teachers to engage students with interactive devices. Teachers can take already existing PowerPoints or PDFs and upload them to the Nearpod site to create multimedia presentations with interactive features, such as quizzes, polls, drawing tools, video, and open-ended questions. Learn how to use the application to help support the teaching and learning of the skills, practices and content needed to master the various social studies assessments.

Christina Cone and Greg Sill, Smithtown High School West
Interest Level: Grades K-12


A5. Rethinking Economics: From Dismal Science to Dynamic Study
This workshop will present resources to help educators rethink their approach to teaching economics.  Learn how to apply the standards put forth in the SS Frameworks while teaching essential economic concepts that will engage students and deepen their understandings. Participate in exercises that will simulate student activities with rich resources that will easily be classroom ready.

Annie Law, Manhasset High School
Interest Level: Grades 9-12


A6. Unsung Heroes of World War I
In the midst of the centennial of the Great War, it is critical that the event which became the single catalyst for change on a global scale be acknowledged and understood by students everywhere. The National World War One Museum and Memorial is America’s museum dedicated to remembering, interpreting, and understanding the Great War and its enduring impact on the global community. 
From a medical standpoint, World War I was a miserable and bloody affair. In less than a year the American armed forces suffered more than 318,000 casualties, of which 120,000 were deaths.   The histories of doctors, nurses, stretcher bearers, chaplains, and ambulance drivers are not a part of a traditional lesson plan when teaching about the Great War.   During the war, these healthcare practitioners overcame enormous obstacles in order to save the lives of those that were injured on the battlefield. 
In order for students to comprehend the challenges that healthcare professionals encountered during the Great War they will analyze primary and secondary sources.  This presentation covers a variety of documents that will require students to identify, describe, and evaluate evidence about providing care to casualties from diverse sources (including written documents, works of art, photographs).  Based on their analysis of documents students will have to make inferences and draw conclusions from evidence. 
Join National World War One Museum and Memorial teacher fellow John Heeg as he shares lessons and resources that utilize a wide array of the museum’s collection and engage students in the critical examination of the Great War as seen through the eyes of the healthcare practitioners. 

John Heeg, Deer Park School District
Interest Level: Grades 7-12


A7. Teaching the Arab-Israeli Conflict and Peace Process
The Arab-Israeli conflict is in the news every day and understanding it is critical to being an informed citizen in today’s globalized world. Using a historical approach with an emphasis on primary sources, this session connects the history of the conflict to the current situation. Through presentation, discussion and work in small groups, participants will develop content knowledge, experience student activities, and receive a packet and links to digital resources with detailed lesson plans including primary source documents, maps, and all necessary student materials. The material is grounded in rigorous, standards-based instruction (both state and national). 

Steve Goldberg, Institute for Curriculum Services
Interest Level: Grades 7-12

A8. Implementing the Inquiries at the Elementary Level

With the introduction of the NYS Social Studies Framework in 2014, a considerable shift has taken place which has struck a closer balance between content and skills in social studies. The introduction of the C3 inquiries has provided social studies teachers in K-12 with opportunities to allow students to do authentic work on relevant topics using the six social studies practices. This workshop, led by elementary social studies teachers, will provide teachers with background on the inquiry design model, ideas for classroom implementation, as well as ways to incorporate the "Taking Informed Action" piece at the end of each inquiry.

Joseph Pesqueira, Meagan Rogus, Janet Link, and Jami Pugh, James H. Vernon School
Interest Level: Grades K-6, Supervisors


A9. New Assessments in Middle School Social Studies
Webster's Middle School teams are modifying their assessments and specifically their Final Exams to align to the new Framework.  This session will share that product and the process of revision, changes, and multi-year steps to arrive at the current exams.  The principles of these changes will be practically helpful to other teachers to redesign their own assessments.

Greg Ahlquist, Webster Schools
Interest Level: Grades 6-8


A10. The Vietnam War
This workshop draws on the New-York Historical Society’s groundbreaking exhibition The Vietnam War. Using images, documents, and primary accounts from the exhibition and beyond, participants will consider how this conflict impacted those who fought and those who engaged in anti-war movements. In examining both the war front and the home front through the experiences of individuals from diverse backgrounds, this workshop will explore U.S. involvement in Indochina from 1945-1975. All participants will receive a free Vietnam War curriculum guide for use in their classroom. 

Mia Nagawiecki, New York Historical Society
Interest Level: Grades 7-12


A11. Teaching the Wilson Years
Jim Fraser (NYU) will discuss the key themes and concepts of the Wilson Years and Ted Dickson (Providence Day School) will present lesson plan ideas for integrating and teaching these key concepts, themes and skills in AP US History or any US History survey course.

Jim Fraser, New York University
Ted Dickson, Providence Day School
Interest Level: AP


A12. Elementary Students Take Action with Inquiry Learning

Participants will engage in inquiry learning strategies aligned with the C3 Framework that develop important critical thinking and citizenship skills. Learn to guide students through Social Studies topics by analyzing sources to support arguments with evidence. Inquiry learning supports important literacy skills in all four communication strands. Learn classroom strategies to incorporate collaborative inquiry learning that leads to creative, real-world products and students taking informed action.

Keishla Ceaser-Jones, National Humanities Specialist/Pearson Education
Interest Level: Grades K-6





B1. Promoting Student Activism as Citizenship Education
The NCSS C3 Framework encourages active student engagement in civic life, which requires knowledge and experience. Students learn to be citizens by working as citizens. An essential element of social studies education is experiential—practicing the arts and habits of civic life. This perspective is consistent with main ideas about education and society at the heart of the philosophies of John Dewey, Paulo Freire, Maxine Greene, and Miles Horton. This workshop discusses models for engaging students in struggles to build transformative learning communities and as social activists with special attention to responses to current anti-immigrant policies.

Alan Singer, Hofstra University
Interest Level: Grades K-12


B2. 2016 Election Polling Redux: What the Hell Happened?
If you believed almost all polls before the 2016 Presidential election, this would be President Hillary Clinton's 10th month in office. However, we are looking at a much different scenario than the one suggested by the polls.

Why were the polls so wrong? Can we even trust political polling from this point on? Will this election result in major changes in political polling?

Natalie Jackson, The Director of Polling at JUST Capital, and previously Senior Polling Editor at Huffington Post, who predicted Hillary Clinton had a 98.2 percent chance of winning the election,  is joined by Professor Helmut Norpoth, of Stony Brook University's Political Science Department, whose "Primary Model" forecast was one of a few projections suggesting a Trump victory. We will be sure to allow time for questions from the audience.

Helmut Norpoth, SUNY Stony Brook
Natalie Jackson, JUST Capital
Interest Level: Grades 7-12


B3. Infusing the Practices: Grades 4, 7 and 8
Preparing our students for the new assessments - not to mention participation in our civic society - necessitates a mastery of the Social Studies Practices.  See how those practices are introduced and merged with content in Grade 4 and are developed in 7-8.  Concentration will be on the historical thinking skills seen in Gathering, Using, and Interpreting Evidence; Chronological Reasoning; and Contextualization and Causation.  Examples will be drawn from the Integrated Social Studies/ELA Curriculum.

Mirla Morrison, Putnam/N. Westchester BOCES
Interest Level: Grades 4, 7, 8


B4. The Stories They Tell: Artifacts and Inquiry at the 9/11 Memorial Museum

In the wake of the attacks of September 11, 2001, stories of ordinary people engaging in extraordinary acts of courage, survival, and compassion continue to emerge. What feels like yesterday for some is now a historical event for students. How do we impart the significance of the day, while underscoring its ongoing relevance 16 years later? Discover classroom-ready strategies that challenge students to tackle this difficult and complex content by analyzing artifacts from the 9/11 Memorial Museum to reveal the stories they tell. Explore themes of survival, repercussions, and memorialization through personal stories in this interactive, inquiry-based session.

Jennifer Lagasse and Rebecca Rosen, 9/11 Memorial Museum
Interest Level: Grades 7-12


B5. Thinking This Through: Making Cross-Disciplinary Connections between  Economics and History

This workshop helps middle and high school teachers learn how the “economic way of thinking” may be used to support historical thinking skills by exploring the Council for Economic Education’s “Focus” series and EconEdLink lessons. These comprehensive resources cover areas such as the evaluation of economic influences on historical events and developments, causation and comparison of alternatives, and the use of evidence-based sources. Spanning a wide range of historical topics and events, these resources include complete lesson plans, links to primary and other supportive web sources, and more.

Dr. Roberta Schroder, Council for Economic Education
Interest Level: Grades 7-12


B6. Using Picture Books to Nuture Informed, Critical Thinkers

Presenters share activities illustrating how current issues can be interrogated through children’s literature. Lessons and a diverse selection of picture-books promoting evaluation of sources and critical thinking will be shared.

Andrea Libresco, Hofstra University
Jeannette Balantic, Garden City Schools
Interest Level: Grades K-6, Supervisors


B7. Beyond the Five Pillars: Teaching about Islam and Muslim Societies
This energetic workshop will give teachers a variety of strategies to explore Islam and Muslim communities in all their complexity. Textbooks are often one-dimensional, focusing on orthodox religious texts, while headlines can be sensationalist and focused only on violence. We will search for a more complete and nuanced understanding of Islam’s lived realities, examining competing religious and political visions; Muslim youth cultures; the voices of Muslim women; and literature, music, and film that can expand your students’ comprehension of Islam. A variety of resources and lesson plans will be provided at the session.

Barbara Petzen, Middle East Connections
Interest Level: Grades 7-12


B8.  Updates to AP World History: Teaching and Assessment
This overview of the latest shifts to the AP World History Exam will provide a foundation to understand the Historical Thinking Skills that are the foundation of this new exam.  In addition to exploring specific teaching and assessment strategies (and handouts), participants can ask questions about the exam and preparing students for the upcoming test.

Greg Ahlquist, Webster Schools
Interest Level: AP Placement


B9. Women and the American Story: Saving Washington
This workshop draws on the New-York Historical Society’s groundbreaking curriculum guide “Saving Washington: The New Republic and Early Reformers, 1790-1860”, the first installment in a new nine-part women's history curriculum. Using primary sources and life stories, participants will consider women's roles in the early American republic, focusing on the ways that elite and non-elite women sought to define and influence what the new nation would become. All participants will learn how to download this free curriculum for use in their classroom. 

Leslie Hayes, The New-York Historical Society
Interest Level: Grades K-12


B10. Social Studies Update
This session will introduce the new Social Studies Curriculum Associate at the State Education Department. He will review the plans, changes and materials for the upcoming Regents assessments. He will discuss initiatives in social studies as well as answer questions and concerns.

Robert Husain, SED Supervisor, Social Studies Curriculum
Interest Level: Grades 9-12


 B11. Big History
With the current changes underway to the Global History & Geography curriculum, Big History is the course that will replace the ninth grade curriculum while challenging and engaging students as they explore the 13.8 billion year history of the universe. It is a true interdisciplinary course, that tears down the boundaries of a traditional classroom, weaving insights from all of the major disciplines together, to form a cohesive narrative, and framework for all learning. The C3 Aligned Big History Project course content, is a fully free and online platform that contains engaging lessons, activities, videos from leading experts in their respective fields, writings, and interdisciplinary lexiled readings. Students will acquire specific strategies that will foster thinking and lead them to think more divergently about the world and how to solve the problems that confront our future. Big History teaches students to use their intuition, make connections, and examine the authority, evidence, and logic of claims across disciplines and scales.

Jason Manning and Todd Nussen, Oceanside High School
Interest Level: Grades 9-12, Supervisors



C1. Yours, Mine and Ours: Co-Teaching in the Social Studies Classroom
Taught by a teaching team that’s been together for ten years, this workshop is designed to help new co-teachers understand the impact they can have on their students.  Working together, co-teachers are able to help all students understand history, evaluate perspective, practice critical thinking, and do their best on tests and other assessments.  Strategies, co-teaching lessons, classroom procedures and best-practices will be included in this presentation.   We will also address ways to increase rapport and trust (between both teachers and their students), and how to enhance the collaborative nature of the team.  

Jeanne Knudsen, Meegan Keil, and Jenna Ortiz, Longwood High School
Interest Level: Grades 7-12


C2. Long Island History – A Lens for National History
This workshop focuses on how teachers can use Long Island history as a lens through which to deepen student understanding of national history.  Presenters from Long Island Museum give participants opportunities to explore specific examples of local resources. These include The Long Island History Journal, an online publication and rich secondary source; genre paintings of William Sidney Mount which offer insight into Long Island agricultural life in the mid-19th century; artifacts such as carriages that were integral to urbanization of NY at the turn of the 20th century.  Teachers leave with materials to implement inquiry-based approaches in their classrooms.

Lisa Unander, Joshua Ruff, and Beth Chiarelli, The Long Island Museum
Interest Level: Grades 7-12


C3. Changes in AP U.S. and European History

Recently the College Board announced the following changes to be reflected in the 2018 AP History exams: revisions of the Historical Thinking Skills (now called AP History Disciplinary Practices and Reasoning Skills); adjustments to the rubrics for the DBQ and Long Essay Questions; and modifications to the structure of the exams. The workshop will examine these changes with special focus on the demands of the new rubrics as well as the revisions in the descriptions of the disciplinary practices and skills which the rubrics reflect. APUSH and AP European History materials, designed to strengthen students' abilities to apply the disciplinary practices and skills will be shared.

Alice Grant, College Board; BOCES
Interest Level: Grades 9-12, Supervisors


C4. Aligning 9th and 10th Grade Global History and Geography Curriculum to the New NYS Social Studies Framework
The purpose of this workshop is to provide guidance and a framework for aligning the 9th and 10th grade Global History and Geography curriculum to the latest New York State Social Studies standards. This workshop will present a model for the curriculum shifts that will need to be made in the 9th and 10th grade Global History and Geography classes. Clarification will be provided on what subject units and key ideas are new or different (or just not as emphasized in the previous curriculum).  A curriculum shift calendar, sample exams and instructional material on unit 10.1 (the World in 1750) will be provided.

Michael Sanesky and Kim Barry, Bay Shore High School 
Interest Level: Grades 9-12


C5. Social Studies is not Boring

As educators of children at the elementary level, we have to generate and endorse social studies “fun”!  This workshop will offer an overview on creative activities to engage students in active learning.  Materials presented and offered will encompass lessons, links, songs, projects, crafts, assignments, and readings, both informational and literature, in the areas of American History and ancient River Valley and Classical Civilizations.  Also, as an ELA teacher as well, I will provide inventive and original reading activities and projects for upper elementary students that embrace literary elements such as mood and plot.     

Daniel A. Salerno, Bellerose UFSD
Interest Level: Grades K-6

C6. In Celebration of the Constitution!

Every day can be Constitution Day in your classroom.  This workshop provides participants with exciting strategies to incorporate constitutional language into daily lesson planning.  Help students understand the democratic values that shaped the framing of our Constitution.  Demonstrate how the Constitution anchors the American Government together today.   Review engaging, student-centered lesson plans that promote a close reading of the Constitution.  Spark student debate over constitutional controversies that divide citizens today.  Lessons shared incorporate the learning standards of the New York State Common Core Social Studies Framework and content in preparation for the redesigned Advanced Placement American Government and Politics course.

Kara McManus, John F. Kennedy High School
Interest Level: Grades 7-12


C7. Difference Makers: Jackie Robinson, Sports and the Civil Rights Movement
Throughout the years, sports personalities have advanced democracy and ignited social change in America.  Many of these heroic visionaries paved the way for the Civil Rights Movement.  Presenters will share research on how American athletes overcame bigotry and discrimination and it's impact on society.  The session will offer classroom activities and assessment strategies based on the Framework and historical thinking skills.

Barbara Bernard, SUNY Oneonta, SUNY Old Westbury
Vincent Marmorale, NYSCSS Human Rights Committee
Interest Level: Grades 6-8

C8. Slander, Slogans and Scenes: Using Image and Performance to Teach the Chinese Cultural Revolution

Why do revolutions happen? What made the Chinese Cultural Revolution appealing to so many people? How did it end? In this workshop, participants explore these questions by engaging in role play based on the memoir Red Scarf Girl, Da Zi-Bo poster making, and analysis of slogans and propaganda. Teachers will gather rich materials, learn innovative strategies, and acquire new ideas to help global studies students understand how Mao Zedong was able to inspire youth in China to overturn their class system.

Dawn Vandrervloed
Interest Level: Grades 9-12


C9. Gathering Documents in Middle School
This workshop will present ways to develop documents that serve multiple enduring issues.  Materials will be distributed that focus on student activities to create documents at the middle school level.  Preparing the skills for success on the Regents Exam should begin in the middle school with document analysis and preparation.

Matt Krawczyk, Patchogue-Medford Schools
Interest Level, Grades 7-8


C10. Modifying the NVPS Global History Curriculum 
In this session, teachers and administrators will explore examples of how to adapt and modify the NVPS Global History curriculum to meet the diverse needs of students. This will include an exploration of group learning routines and instructional strategies that will support teachers in creating engaging and accessible classrooms. 

Presenter: Kameelah Rasheed, New Visions
Interest Level: Global History and Geography 10


C11. Increase Student Talk Time in the the Active Classroom Social Studies Classroom!

Learn to integrate activities that spark dialogue in your classroom to increase student talk time and collaboration related to Social Studies content. Participants will learn strategies to help students develop important critical thinking skills by engaging students in close-reading/viewing strategies of multiple sources like text, images, charts, maps, and infographics. Incorporate strategies that emphasize the need for students to think, read, speak, listen and write while supporting their ideas with evidence. Get students out of their seats and their brains engaged by applying Active Classroom strategies!

Presenter: Keishla Ceaser-Jones, National Humanities Specialist/Pearson Education
Interest Level: Grades 7-12


C12. Understanding and Developing the Enduring Issues Essay

Participants will examine in depth the prototype Enduring Issues Essay. They will work in small groups with provided documents and mapping the documents to the grade 10 framework. Participants should be able to take this experience and apply it to their classrooms and schools.

Presenter: Donna Merlau, SED
Interest Level: Grade 10
Session C and Session D (includes working lunch)


This workshop addresses the entire process for securing a social studies teaching position in a difficult job market. A University Director of Student Teaching and three area social studies chairpersons will address these topics: finding possible positions, crafting an effective resume and cover letter, preparing for the job interview, teaching the "demo" lesson, and doing the necessary follow-up. We'll allow time for any questions you may have.

Charles Backfish, Stony Brook University
James Corcoran, South Huntington Schools
Doreen Gordon, Hauppauge Schools
Joseph Lemke, Bay Shore Schools