Belonging in History
March 4-6, 2027

Submission Deadline is September 28, 2026

We all want to belong.

What belonging means, however, varies across time, place, and lived experience. In every culture throughout history, a sense of belonging has driven the creation of political and social structures, expansion and retraction of rights, and movement across the planet. How can we better empathize with people of the past through their attempts, successful and not, to belong?

Rhode Island’s history is steeped in a continuum of belonging. When Roger Williams settled in Providence in 1636, he sought religious freedom after exile from Massachusetts. Early American colonies created boundaries based on who belonged and who did not, and why; this was a pattern that continued as colonies became the United States and the United States exerted its influence around the world. Throughout American history, people existing outside these boundaries fought for citizenship and equality, building movements to expand the definition of who belongs. Countries around the world have grappled with similar struggles; it’s a human instinct to want to be part of something, or to define who is allowed to belong.

Histories of voting, citizenship, and decision-making are central to an understanding of how people participate in their communities. But enfranchisement is not the beginning or end of the story of belonging. People navigate cultural boundaries as they move from place to place. They balance religious beliefs and family traditions. They struggle with generational divides and economic decisions, all of which come with elements of membership. Our students are not unfamiliar with these struggles; they grapple with belonging as they sit in our classrooms: “where do I fit in today, and where is my story reflected in historical narratives?”

The National Council for History Education invites proposals that dive into instances of historical belonging: social, political, economic, religious, and cultural. How has belonging shaped people’s actions at different points in time? How have people and groups made decisions that included or excluded others? How have laws and boundaries impacted belonging for various individuals?

Sessions may focus on local, regional, national, or world history for elementary, middle, high school, and college classrooms. NCHE encourages submissions that offer rich historical content, innovative pedagogical strategies, and that foster inquiry and critical thinking. We encourage proposals that make vibrant connections between global and local histories; that highlight underrepresented histories from Indigenous, African, Asian, Pacific, Latine, Middle Eastern, and European communities; that explore various levels of power and decision-making; and that place LGBTQIA+, disability, and religious communities in local, national, and global settings.

Breakout Sessions: These teacher workshops are typically interactive “how to” sessions designed for the K-12 educator and are 50 minutes in length.

Mini Sessions: Mini Session topics range from teaching ideas to research reports. Presenters have 15 minutes to present information and answer questions. Each mini session typically includes three separate 15-minute presentations in the same room within a 50-minute time period.

Poster Session: Poster Session topics range from teaching ideas to research reports. Poster presenters display their information visually (ex. poster/display board) and interact with interested attendees during the 50-minute session. Presenters remain with their posters. The poster session period may include 8-15 simultaneous presenters.