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It virtually gave every New Milford HighSchool teacher two to three, forty eight minute periods a week, depending on the semester, to engage in growth opportunities of personal interest. History teacher Rebecca Millan started her own blog and is now having her students blog as well in Sociology.
Students that participate in this experience travel to Germany, Poland, and the Czech Republic as they learn firsthand about one of the most traumatic events in human history. The trip involved twelve NMHS students, two students from Midland Park HighSchool (NJ), and nine students from Bishop O’Dowd HighSchool (CA).
Our walks over the past two weeks have reaffirmed our belief in the innovative work taking place here at New Milford HighSchool. More importantly, they have been a catalyst for positive dialogue on what we can do as a school community to improve and celebrate our collective accomplishments. Be present!
Students in Mrs. Tambuscio’s World History class culminated a unit on the Holocaust by applying their historical knowledge to the viewing of survivor testimonies. Students were able to utilize IWitness , which is a computer-based program created by the USC Shoah Foundation’s Institute for Visual History.
With his monotone voice and lack of enthusiasm, he could convince anyone that history is incredibly boring. As a highschoolhistory teacher, whenever I meet new adults and we talk about our professions, I often find myself being met with a familiar reaction: "I disliked the subject in school, but now I find it interesting."
At the grocery store: “ Your students did such a great job documenting our local history! They were students when Smithfield’s Red Brick school closed, and he would enjoy their story.” What’s the name of that young lady who did a history project about Dickson Mounds? Hey, will you have Cooper call me?
The best class I ever taught centered on the history of Washington, D.C. I was so excited to teach this class, I spent the summer collecting articles and artifacts from the local library and historical society. They learned about the history of their neighborhoods and the origins of the music they listened to.
WIMA is the Washtenaw Educational Options Consortium’s (WEOC) middle school program in Ypsilanti, Michigan. WIMA shares a campus with WEOC’s highschool program, Washtenaw International HighSchool (WIHI). Science teachers were engaging students in virtual lab experiences.
Incoming first-year students missed out on community when the coronavirus canceled their high-school graduation ceremonies, proms and chances to say goodbye to their favorite teachers. Along with weekly discussions, we crafted assignments to help students understand their roles in creating what will be the history of this moment.
One even said she had “never wanted to learn history’’ before. Teams from the USHMM and the Rowan Center developed and deployed and then gathered feedback about these projects from a number of stakeholders, including scholars, museum professionals, middle and highschool teachers, college students and a general audience.
Treasure hunting is long associated with endeavors to unearth concealed artifacts, illustrated best by buried troves of gold left behind by past communities. Accidents happen in dangerous sites, the promised artifact eludes hunters, or suspicion and disagreements turn violent. May engagements with the past be a part of the picture?
As a history teacher with a background in museum work, my biggest goal is for my students to learn to curate their knowledge to be able to share it with others. It sounds like a lot to ask of highschool students, but here is one simple activity I use throughout the year to help them build skills in curating knowledge.
And one of the things that she's found is that in a study done at Stanford, she took over a small room in the computer science department and in one condition, she populated this room with these artifacts of geeky masculine culture, like a Star Trek poster and Diet Coke cans. That's a massive effect.
While many people can trace their family history back to a great-great-great-great grandfather who traveled across the Atlantic Ocean in search of the famed “American Dream,” my ancestors inhabited the lands and waters in the Great Lakes region since the beginning of time itself.
Hollander said the project, which is structured as a fellowship, is set up to look at both aquatic and terrestrial science phenomena in the state, as well as social studies elements because “there is a lot of history around that changing landscape of Louisiana and the cultural groups that are affected as well.”.
Memories of the continual improvement he was able to do back then have stuck with him as his career has progressed, including jobs as a highschoolhistory teacher, an edtech consultant to schools, a doctoral student and professor, and director of MIT’s Teaching Systems Lab. How well have you seen that approach go?
He graduated from Dyess HighSchool and later returned to perform a concert at the highschool gymnasium. For instance, the song “Five Feet High and Rising” was based on the 1937 flood. The history of Dyess Colony, along with the Cash family, hold many stories and learning opportunities.
When my class wrote a book last year about artifacts of New Orleans culture and what they mean to them, a third of the class wrote about food. This contentious relationship between New Orleans students and school lunch wasn’t always the case.
Doing so also offers valuable resources that can be used to help bring history to life. As a former high-school social studies teacher and professional development specialist, I have found that connecting with cultural centers (e.g., A second teacher candidate described learning more about local history that he ever knew about.
We often hear from schools and teachers that we work with that one of their main goals is to increase or improve the quality of student discourse. The thinking skill associated with Question Two is interpretation, and in highschool we’re usually interpreting a primary source document. Meaningful discourse, indeed.
In 1978, just a few years before Helgeson’s birth, the American Indian Religious Freedom Act became law, finally affirming the right of country’s indigenous people to access sacred sites, worship in traditional ceremonies and use materials they consider sacred artifacts, like eagle bones, that are restricted to non-Indians.
Now my students know that if I am wearing my BLM shirt or Black History Matters shirt at school it is not a performative act — it means that they can hold me accountable to what I have done in and out of class to show that I am living up to that belief. history, racism, and LGBTQ+ identity. history, racism, and LGBTQ+ identity.
High schooler Joshua Carter didn’t learn about Black historical figures like Ida B. Wells, Shirley Chisholm or Denmark Vesey from his highschool social studies textbooks. Carter, a rising senior at Teaneck HighSchool in New Jersey, said the app allows him to see people that look like him in a “good light.”
There is a very long and very clear history of scholarship that shows that many common approaches have minimal or no effect on student writing growth, and it is so widely disliked by students and ignored by many teachers that Brock Haussamen (2003) famously called it the skunk at the garden party of the language arts (p.
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