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Here's Some Halloween For You

10/31/2021

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I don't think I caught everybody in these pictures, but here are some shots of Friday's Halloween festivities.
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Historical Halloween

10/30/2021

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I caught a glimpse of a couple of the fifth grade costumes and was impressed to see their interest in history has continued.
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Quote:  Challenge

10/29/2021

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"Kites rise against the wind,
not with it."

(Winston Churchill)
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Crystal Bridges:  Other Art

10/28/2021

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Here is one last photo dump from Crystal Bridges.  These pieces caught my eye as we walked past them during our guided tour.  We didn't learn about them on this trip, but perhaps in family visits to the museum in the future, you can stop and read the label text and wonder about the circumstances under which these works were created.

The collection in this Bentonville, Arkansas museum is quite extensive, and some of the pieces are relevant to our studies of Colonial America and other parts of our nation's history.
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Crystal Bridges:  Outside

10/27/2021

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In a brisk outdoor walk, our class got to see about half of the regular, sidewalked trails outside of the Crystal Bridges Museum of American Art in Bentonville, Arkansas.  Students were able to see a large deposit of natural crystals, a relaxing waterfall feature, as well as a limited number of sculptures along the trail, in addition to the house designed by the architect, Frank Lloyd Wright.

Here was an example and acknowledgement that some of the greatest art is featured in the natural world - if we will only stop to enjoy it.
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Crystal Bridges:  Lunch

10/26/2021

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Our appreciation is extended to the Crystal Bridges Museum of American Art in Bentonville, Arkansas, for providing lunch for our students who toured their facility, last week.
Not transporting baskets of lunches and coolers with drinks is a huge burden from students and teachers.  It is a relief to the typical field trip where the teacher has to think about the logistics of finding buses, getting lunches to a lunch area at the appropriate time, and cleaning up afterward.
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Crystal Bridges:  Guided Tour

10/25/2021

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Not long after arriving at Crystal Bridges Museum of American Art in Bentonville, Arkansas last week, we were whisked into groups and hurled into the museum.  Against my wishes, our class was separated to be guided by two museum educators, so I wasn't able to get all of the photos I would have and include all of my students.

Our own guide was Will Knauer, who will also work with the class this week in our classroom, exploring still more of the collection and creating artistic responses to the pieces.  Mr. Knauer invited students to see what they could find in four selected areas of the museum.  The tour mostly concentrated on portraits, but along the way, we caught glimpses at other works.  The tour culminated at the We the People display near the entrance of the gallery.

Our other group was accompanied by our own special educator, Mr. Bandy, so they were also in capable hands.  They related to the same pieces of art, but they were also joined by some of Miss Horn's students, so I'm sure their conversations were very different from our own.

I was impressed by the ability to attend to the moments that were presented to my students.  They were respectful of the art, the expressions of others, and of the museum itself.
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Bus Ride to Crystal Bridges Museum and Back

10/24/2021

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The bus ride on our field trip to Crystal Bridges Museum of American Art in Bentonville, Arkansas, was enjoyable. Students stayed at an acceptable voice level and interacted with their peers.  A couple even greeted the bus driver with a handshake.  The hour-long journey was the first field trip we've been able to take since Coronavirus locked everyone down in 2020.
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History Teachers of the Year

10/23/2021

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Most of this year's honorees as state History Teachers of the Year met virtually, last week for a session with the Gilder Lehrman Institute of American History.  Joe Welch, previous recipient of the national award presented this graphic during the meeting.  I thought it was interesting, and I was honored, once again, to have been included.  For an animated version, check Joe Welch's video on Twitter.
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History Teacher of the Year:  Marginalization

10/22/2021

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I recently took part in an online meeting with other state history teachers of the year.  In that meeting, Stefanie Wager, past president of the National Council for the Social Studies, made a presentation about the marginalization of Social Studies.  She began with her son's question (below) when he realized that history was not being taught in his class.
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Wager also picked up a grade book (above) at Target and realized that it mentioned everything about school, but disregarded Social Studies and History altogether.  It was nice to see that other people share my concern that History, Civics, Social and so-called "Soft" Skills are largely disregarded in our nation's classrooms these days, but while the camaraderie of like-minded people is nice, the concern is real.  The graphic below highlights this issue, especially at the elementary level.
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The Gilder Lehrman Institute of American History (GLI), the non-profit responsible for the History Teacher of the Year Award, manager of a collection of over 60,000 Gilder Lehrman documents and artifacts, advocates for more Social Studies engagement in K-5 classrooms.  As one of the newest Master Teachers on the GLI team, I hope to be a part of helping that happen.
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PPP:  Stop Neglecting the Good Stuff

10/21/2021

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Originally posted October 2018

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​In classrooms across the U.S., teachers are neglecting - teachers are often encouraged to neglect - certain portions of the curriculum.  What used to be important - teaching science and social studies - has again been reduced to The Three Rs - Readin', 'wRitin;, and aRithmetic (or math).  When a teacher recognizes the exclusion of history, the response might be, Teach history during your reading block; in other words, locate age-appropriate writings to read (and respond to) to demonstrate comprehension and fluency.

Ouch.  You just succeeded in sucking the life out of one of the coolest part of the day...and you may have just sucked the fun out of reading, as well.

The same is done with science.  While we may recognize that science is part of the acronym for STEM or STEAM, once again, it has been relegated to some kind of secondary status.  Then again, just like social studies, science must never be put in the corner only to be pulled onto the dance floor in conjunction with reading.  What a way to kill the desire for reading.

Both history and science are about stories, and yes, both can be used to teach reading comprehension, but neither should be the secondary objective.  These are the subjects of substance.  They are robust.  And they are compelling to students.  When a teacher relates of an interesting account in history, he hooks students and makes them want to learn more.  When that motivation is removed, what remains?

School becomes boring.

Friends, may we strive to never let that happen:  do not neglect the good stuff.


Click for more Professional Pet Peeves.
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History Arts Group:  Be Washington

10/20/2021

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Last week's History Arts Group took some time away from the Hamilton Education Program to visit the Be Washington! feature from George Washington's Mount Vernon.
Students consulted with "expert" advisors to make a decision for themselves, whether to stand their ground, retreat, or move forward to take the battle to the British in Princeton.  They didn't all match the choices George Washington made, but there were no wrong answers.

Students enjoyed the video and presentation style of the Be Washington! activity.  We will repeat this in our regular classroom, later in the year, and even do another episode or two.
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Quote:  Imagination

10/19/2021

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"Old keys don't unlock
new doors."

(Unknown)
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Book:  Shine!

10/18/2021

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Here's a short and quick read.  If the font had been regular-sized, this book would have been 50 fewer pages in length.  And the thing is, this one was a decent book, but it just ended.  It was as if the authors stopped writing for the day and forgot to wrap things up in the end.
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From Goodreads:
Who do you want to be? asks Mr. Van Deusen. And not when you grow up. Right here, right now. Shine on! might be the catchphrase of twelve-year-old Piper's hero--astronaut, astronomer, and television host Nellie Dumont Frisse--but Piper knows the truth: some people are born to shine, and she's just not one of them. That fact has never been clearer than now, since her dad's new job has landed them both at Chumley Prep, a posh private school where everyone seems to be the best at something and where Piper definitely doesn't fit in. ​
Shine! was really, really predictable for me.  That's not a bad thing, but I wanted to see the reactions of some of the other characters.  This story was not one that just focused on the main character; there were other characters - including Piper's friends, her friend at the previous school, teachers, and the antagonist - I wanted to see in the end.  We don't know how things went for her dad in his possible venture into the Broadway market either (which was probably a completely unnecessary part of the story, but if it's in there, we should find out more).  I hope this isn't just another example of an author that gets stuck in sequel/series rut.
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Music Appreciation:  Dancin' in the Aisles

10/17/2021

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Students are often called upon
to read "chorally".
That is, they read together
simultaneously as a group.

​​
Repeating this practice assists
​young readers with reading fluency -
the speed, accuracy, and inflection
​of  oral reading.


Why not, since it's called "choral" reading anyway, actually read the chorus of a song?
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