Podcasts about teaching american history grant

Inspiring students to read is always a priority in education.  How can we maintain our commitment to supporting reading while teaching online? Follow on Twitter: @larryferlazzo @bamradionetwork  @jenorr @MrsSaid17 Sarah Said has spent years overseeing ELL programming in schools in Illinois.  In addition to her current role as a Director of Language and Equity programs, she is also a contributor for ELL Confianza. She is also a course writer for English Learner portal.  Sarah Kirby-Gonzalez is a National Board Certified fifth-grade teacher in the Folsom Cordova School District. She was a participant in the Teaching American History Grant, Colonial Williamsburg Teacher Summer Institute, and a recipient of a National Endowment for the Humanities grant. Jennifer Orr is a kindergarten teacher in a Title 1 school in the suburbs of Washington, D.C. Previously she has taught 5th, 4th, and 1st graders, as well as her own two daughters. Margo Gottlieb, Ph.D., is co-founder and lead developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison. She has devoted her professional career to the education of multilingual learners, having published extensively and presented worldwide; her latest books include Assessing English language learners: Bridges to equity, Assessing multilingual learners: A month-by-month guide (2017, ASCD), and Language power: Key uses for accessing content. Kristin Spears is an ESOL coach and teacher in Spartanburg, South Carolina District 6 where she helps plan and conduct ESOL professional development and collaborates with elementary teachers on how to best serve ELs in their classrooms.  In her teaching career, she has worked in various upstate SC schools with students in grades K-8. Becky Corr is an English Language Development Team Lead for Douglas County School District in Colorado.  In her role with DCSD as well as the owner of EdSpark Consulting, she provides coaching, professional development, and family engagement opportunities.

Kelly interviews Quinn Rollins, author of Play Like a PIRATE: Engage Students with Toys, Games, and Comics. Quinn has been a social studies teacher in Granite School District in Salt Lake City since 2004, where he currently serves as the social studies curriculum specialist. Whether teaching children or adults, he believes in engaging students with humor, pop culture, and new perspectives. As a result, he's been honored to work with the educational programs for the University of Utah, Utah State University, Brigham Young University-Idaho, and Westminster College of Salt Lake City. Quinn has also served as master teacher and mentor for a Teaching American History Grant and for a National Endowment for the Humanities Landmarks of American History Workshop in Chicago, Illinois. In 2011, he received the Utah Council for the Social Studies Secondary Teacher of the Year award. In 2015, he was presented with “Utah's Best of the West” award at the National Council for the Social Studies conference and the Best Historical Scene and Best Custom Minifigures awards at BrickSlopes 2015, Utah's LEGO Convention. Quinn loves presenting at local, state, and national conferences. His most popular presentations include student engagement, teaching with pop culture, the literacy of comic books and graphic novels, and using toys to teach. Quinn's hobbies include designing and playing with toys, doodling in staff meetings, reading comic books, and let's say “running” to sound like a well-rounded person. He believes cheese is “an enemy to mankind” but won't say no to pizza. He earned his bachelor's degrees in History Teaching and German Teaching and his master's degree in Instructional Design and Educational Technology from the University of Utah. Mentioned in this podcast: Play Like a Pirate www.QuinnRollins.comUnderstanding by Design by Wiggins and McTigheThe Grapes of WrathNational History DayKahootLegosAction FiguresGraphic Novels Play Doh

Despite the love that many history teachers have fore the subject, It can be difficult to engage students who may think that studying the founding fathers is irrelevant to them. In this segment we go looking for ways to make history more compelling and engaging.. Follow: @larryferlazzo @edteck, @bamradionetwork @bamradionetwork Peter Pappas is a veteran of 25 years in the classroom. His work continues as blogger, keynote speaker, curriculum designer, university adjunct. Sarah Kirby-Gonzalez is a National Board Certified fifth-grade teacher in the Folsom Cordova School District. She was a participant in the Teaching American History Grant, Colonial Williamsburg Teacher Summer Institute, and a recipient of a National Endowment for the Humanities grant.

I recommend the below books for use when teaching about slavery in the United States between 1700 and 1900 to students in intermediate-level grades. In some cases, I also include Google Lit Trips developed by teachers in the Teaching American History Grant program.Most Loved in All the World by Tonya Cherie HegaminUnder the Quilt of Night by Deborah HopkinsonFollow the Drinking Gourd by Jeanette WinterA Voice of Her Own: A Story of Phyllis Wheatly, Slave Poet by Katherine LaskyAlec's Primer by Mildred Pitts WalterDaily Life on a Southern Plantation by Paul EricksonDiscovery Kids: Underground RailroadElijah of Buxton by Christopher Paul CurtisHenry’s Freedom Box: A True Story from the Underground Railroad by Ellen LevineIf You Lived When There Was Slavery in America by Anna Kamma [Lit Trip by Laura Conway, Cathleen Mullen, and Rachel Robertson]If You Traveled on the Underground Railroad Ellen LevineMeet Addie: American Girl (Book One) by Connie PorterNight Boat to Freedom by Margot Thiels Raven [Lit Trip by Jill Hardin]Patchwork Path: A Quilt Map to Freedom by Bettye StroudPriscilla and the Hollyhocks by Ann Broyles [Lit Trip by Jessica Graham]Sweet Clara and the Freedom Quilt by Deborah Hopkinson [See this Lit Trip by Megan Leider and a companion lesson plan by Cynthia Weeden]Time For Kids Biographies: Harriet Tubman A Woman of Courage by the Editors of Time for Kids with Renee SkeltonUnderground Railroad Interactive Adventure by Allison LassiuerFreedom River by Doreen RappaportAlmost to Freedom by Vaunda Micheaux NelsonUnderground Railroad for Kids: From Slavery to Freedom with 21 Activities by Mary Kay CarsonAlmost to Freedom by Vaunda Micheaux NelsonMukambu of Ndongo by Patricia Procopi [Lit Trip by Andrea May and Jordan Savitt]Lest We Forget: The Passage from Africa to Slavery and Emancipation: A Three-Dimensional Interactive Book with Photographs and Documents from the Black Holocaust Exhibit by Velma Maia ThomasUp the Learning Tree by Marcia K. VaughanJanuary's Sparrow by Patricia Pollaco (Note: This book contains graphic pictures and explicit text)Graphic Library: Graphic HistoryBrave Escape of Ellen and William Craft by Donald LemkeHarriet Tubman and the Underground Railroad by Michael Martin [Lit Trip by Melissa Rea and Shelita Oliver]Nat Turner's Slave Rebellion by Michael BurganJohn Brown's Raid on Harper's Ferry by Jason GlaserEli Whitney and the Cotton Gin by Jessica Gunderson

For this Teaching American History Grant module, each participating teacher will either create or collaborate on the creation of at least five annotated placemarks in a Google Lit Trip relating to one of the grant provided children's books about slavery. Thank you to Jerome Burg, the creator of Google Lit Trips, for the resources and assistance he provided to make this assignment possible.Assignment Description and Grading RubricTAH Resources for Creating Google Lit Trips (including HTML Code Recommendations)

A look at the Teaching American History Grant professional development program with Tulare teachers.

To design a Colonial American Day program, I recommend offering six stations with one or more adult volunteers manning each station. Each station would have a different theme and each activity at that station should take 15-20 minutes to complete. Teachers at Hayes Elementary School in Las Vegas, Nevada, led by Shauna Harris, designed a program to match this description. You can view their 90-minute rotation plan here and the accompanying Pilgrim's Passport (a sheet for student reflection on at each station) here. Alternatively, teachers may choose to dedicate one day to an individual station's theme, doing all the activities from that station in a whole class or small group setting throughout a single day.Station possibilities include art, cornhusk dolls, science, games, cooking, and household chores/trades. Examples of centers for each of these stations appear below and are also available as a downloadable document. The downloadable document is editable and includes needed materials for 72 participants (12 per station at one time). Pictures of these activities taken on September 16, 2009 at Green Valley High School as part of the Clark County School District Teaching American History Grant appear below.___________________________________________Cornhusk Dolls Place a tarp on the floor and place a large tub of water in the middle to pre-soak cornhusks. Materials: Version: Corn husks (enough for each participant to have about 10 husks), Ball of string or twine, Scissors, Large tub filled with water (place corn husks in water before class), Rubberband ball, Tarp Use the instructions available at http://www.teachersfirst.com/summer/cornhusk.htmHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School making cornhusk dolls.Video___________________________________________ScienceSundials Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 9. Materials: Ream of cardstock (any light color), Scissors, Black felt tip pens, Rulers, Protractor, Scotch tapeMeasuring Tree Height Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 22. Materials: Ball of string, Scissors, Measuring Tape/Yardstick, Masking tapeMaking Compasses Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 16. Materials: Small magnet, Nails (long), Pie pans (filled with water), Wine corksCandle Making Place melted paraffin into clean cans placed on beverage warmers (to keep wax melted). Have students wrap the end of an approximately 12" string to one end of a pencil or popsicle stick and wet the string to give it some weight. Have students dip their string into the wax and then immediately into the water. Repeat this process until the candle forms to a reasonable size. Use hands to massage the candle into the proper shape. Materials: Ball of white string, Popsicle sticks, Household paraffin wax, Scissors, Beverage warmers, Cans (fill half with water), Aluminum foil (to cover beverage warmers to keep them clean)Here is a video of third graders in Ms. Graham's classroom at Staton Elementary School making candles.Video___________________________________________GamesJacks Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 39. Materials: Jacks, Small rubber ballsJackstraws Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 94. Materials: Handfuls of coffee stirring strawsHoop RollUse instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 114. Materials: Hula hoops, Wooden sticks (1 per hoop)Marbles Use instructions from http://www.1771.org/cd_marbles.htm. Materials: Strings arranged and taped into a 24" circle, MarblesStick Toss Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 80. Materials: Box of toothpicks (for betting), popsicle sticks, fine-tip red, yellow, and black marking pens, instruction sheet (see JPG below or link to the PPT version).___________________________________________Household Chores/TradesSewing a PocketUse instructions from Broida, M. (2003). Projects About Colonial Life (Hands-on History). Benchmark, page 40. Materials: Felt, Needles, Thimbles, Thread, Needle threader, Pincushion, Scissors, BeadsSailor Stitches Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 13. Materials: Ball of rope, Thick dowelRag Rug Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 28. Materials: Needle, Thread, Pincushion, Thimble, Rags, Safety pin, Fabric glueFishnet Making Use instructions from Broida, M. (2003). Projects About Colonial Life (Hands-on History). Benchmark, page 10. Materials: Twine, Chair, Scissors, Dowel___________________________________________ArtQuill Writing Use instructions from http://www.ehow.com/how_4762757_write-quill-pen.html. Materials: Feather quills, Ink, Wipes, Paper, Tide Stick, Cups (filled with water), Newspaper, The Mayflower CompactHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School writing with quill pens.VideoStenciled Notecards Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 100. Materials: White card stock, Painters tape, Pencils, Power towels, Stencil brushes, Paint tub (filled with water), Paint, Small paper plates, Self-healing mat, Exacto-knife, NewspaperPaper Quilling Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 99. Materials: Coffee stirrers, Toothpicks, Scissors, Paper cutter, White glue, Wrapping paper, Book on quillingStitch a Sampler Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 109. Materials: Colored pencils, Graph paper, Cross-stitch fabric, Embroidery skeins, Embroidery hoops, Scissors, Embroidery needlesKnit a Patch Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 65. Materials: Yarn, Pencils or knitting needles___________________________________________CookingGingersnaps Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 41. Materials: Parchment paper, Brown sugar, Butter, Eggs, Molasses, Ground cloves, Flour, Sugar, Baking soda, Wipes, Wooden spoon, Toaster oven, Oven mitts, Hot pad, Spatula, Plates, Mixing bowl, Cookie sheets (small for toaster oven), Measuring cup, Teaspoon, Cinnamon, Ground ginger, Knife, Paper towelsButter Use instructions from http://www.ehow.com/how_4691483_own-butter-home.html. Materials: Heavy whipping cream, Paper towels, Plastic shaking jar, Strainer, Pitcher filled with water, Bucket, Bowl, Plastic wrap, KnifeHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School making butter.VideoBerry Red Ink Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 55. Materials: Strawberries, Strainer, Large spoon, Small bowl, Paper cups, Salt, Measuring spoon, Vinegar

Below are links to reports developed to provide models of action research reports for educators participating in the Teaching American History Grant module on Civil Rights/Service Learning. The documents use data collected from module participants to report on the success and needs of the module. Note the appreciation of confidentiality in the reports (names and other identifying information are removed from the report) and note that this report is based solely on assessments appearing in the form of action research reports. A true action research report would address many pedagogical elements in addition to assessment data (e.g., instructional design and delivery, student participation and attitudes toward instructional delivery).Phase I: "Plan of Action"Phase II: "Data Plan"Phase III: "Data Collection"