American Statesmen: Hamilton and Jefferson
No specifics available.
No specifics available.
No specifics available.
No specifics available.
From the Minnesota Historical Society website:
"Minnesota's Greatest Generation—the people who grew up during the Great Depression, came of age during WWII, and participated in the post-war boom—created a lasting legacy that has shaped all of us who have come after. This workshop will introduce teachers to the MGG website content and lessons, allow teachers to see the new MGG museum exhibit, and will give teachers the opportunity to learn from experts on the history of this era. If you teach 20th century Minnesota or United States history, this is the workshop for you!"
According to the Monticello website, this fellowship "provides individual teachers an opportunity to research and study at Monticello and the Jefferson Library. It will allow teachers to work on Jefferson-specific projects such as lesson plans, curricular units, resource packets, or syllabus outlines that will enhance their classroom teaching. Fellowship recipients will spend two weeks in independent research and consultation with Monticello scholars on projects that relate directly to Thomas Jefferson and that will enhance their classroom presentations."
"Fellowships will be awarded to qualified elementary and secondary teachers who are employed full-time in the classroom."
From the National Council for the Social Studies website:
"Powerful and Authentic Social Studies (PASS) is a professional development program that trains social studies teachers in curriculum design, assessment, and instruction in a standards-based environment. This institute will provide participants with the materials and expertise necessary to lead their own PASS training workshops in their schools and school districts. Participants will learn about PASS criteria and standards for curriculum design, assessment construction, and effective instruction. In small learning communities, participants will examine videotaped K-12 vignettes of teaching and create examples of curriculum units and assessment tasks to share with their learning community.'"
From the Alabama History Education Initiative flyer:
"In the first year, [the Alabama Department of Archives and History] will assemble a committee of twenty master teachers from around the state to develop new curriculum packages. The committee members will receive travel and per diem at the rate set for reimbursement by the state of Alabama for its employees. Also, the committee members will receive a laptop computer upon completion of the project. The committee will meet June 22-26, 2009 at the Alabama Department of Archives and History in Montgomery beginning with a day of immersive classes in Alabama history taught by leading scholars in the field. With data and cooperation from the State Department of Education, a university faculty consultant will lead a review of the State Course of Study, state testing requirements, and existing test performance data to identify the areas of greatest need. Key data sets will include scores from the 2008 administration of the Alabama High School Graduation Exam and student assessments developed as part of several Teaching American History (TAH) grants that are currently underway in the state.
The committee will then begin a collaborative process of designing approximately fifty curricular units based on primary sources identified by ADAH education and archival staff. Units will include reproductions of primary
sources, suggested instructional strategies, correlations to the Alabama Course of Study: Social Studies and National Standards for History, student-oriented learning activities, and assessment tools. Two university faculty
reviewers will evaluate the units, verify their correct alignment to standards, and make suggestions for improvement. Committee members will conduct trial implementations of the units in their own classrooms, noting
areas that merit revision during the second year of development.
The second year of the project will replicate the first, with a new class of twenty teachers receiving orientation and developing another fifty curriculum units. In addition, the first year’s committee members will begin providing multiple professional development sessions in each of the state’s in-service centers, a process that will put the committee-developed resources in the hands of as many as one thousand classroom teachers across the state. The university consultant, reviewers, and ADAH education staff will make site visits to classrooms in order to observe the use of the curricular materials and evaluate their effectiveness. University faculty will also begin incorporating the curricular materials in pre-teacher training. ADAH will post the curricular resources on its Web site and distribute them upon request on compact disc, making it possible for every history teacher in the state to reproduce the materials and implement them in the classroom."
From the Center for Digital Storytelling website:
"The three-day Educator Workshop is designed specifically for K-12 classroom teachers. First, each participant develops a digital story not more than 150 words in length. The creation of these shorter pieces provides hands on experience with the entire digital storytelling process, including a story circle, script writing and recording, and the production process, using digital technology.
As they finish their digital stories, participants move into the second component of the workshop in which they touch on implementation issues. Strategies for managing the creation of digital stories in the classrooms are presented, and opportunities for participants to practice their technology teaching skills are offered.
Each participant receives a DVD set of K-12 digital storytelling teaching resources, including software tutorial guides and diagrams to support the operation of commonly used digital storytelling hardware."
From the Center for Digital Storytelling website:
"The three-day Educator Workshop is designed specifically for K-12 classroom teachers. First, each participant develops a digital story not more than 150 words in length. The creation of these shorter pieces provides hands on experience with the entire digital storytelling process, including a story circle, script writing and recording, and the production process, using digital technology.
As they finish their digital stories, participants move into the second component of the workshop in which they touch on implementation issues. Strategies for managing the creation of digital stories in the classrooms are presented, and opportunities for participants to practice their technology teaching skills are offered.
Each participant receives a DVD set of K-12 digital storytelling teaching resources, including software tutorial guides and diagrams to support the operation of commonly used digital storytelling hardware."
From the Virginia Center for Digital History flyer:
"The Digital Storytelling Workshop for Educators is designed specifically for K-12 Classroom teachers. The workshop has two components. First, educators develop their own short digital story based on first-person personal narrative. We take participants through group story development, teach them the basics of image and video editing tools and assist them in completing their digital story. Teachers will then move into the second component of the workshop in which they will be introduced to strategies for managing the creation of digital stories in their classrooms and given the opportunity to practice their technology teaching skills."