Every work of art has a story to tell. On this tour, students will learn how to “read” works of art in a museum. By gathering clues about character, plot, and setting in paintings and sculptures, students will work together to create their own unique narratives and bring works of art to life.

The Crystal Bridges collection encompasses 300 years of American art. Every school tour offered by Crystal Bridges reveals the unfolding story of America and inherently includes language arts, social studies, and visual arts standards. Crystal Bridges tours use the dialogical model, a process of student-centered exploration that is designed to deepen critical thinking and discussion skills. That process allows each tour to be conducted at the appropriate level for the class while still promoting student growth

(Liberty) Bell Work

Word Work Using words Boston Massacre, ​create a list of words to fit in the categories below. ​Pay particular attention to spelling patterns. Boston (words that rhyme with ton) Massacre​ (words with ss in the middle)

Word Wise Define the ​following words: guilt innocence​ massacre

Sentence Augmentation* Augment the sentence below to greatly improve it.  Record your improved sentence on your paper. The guy died. ​ ​*Augment:  make (something) greater by adding to it Sentence Surgery Read the sentence below.  Do you see any problems?  Do not rewrite the sentence.  In fact, don't even fix the sentence.  Instead, on your paper, tell the writer three things that need to be corrected. if you throw a rock, you could ​put out somebodies eye

On Target ​Write the target number in the "bull's eye". In the 20 other open sections of the target, write equations to equal the target number. Today's number is 5 ​. ​For example, if the target number is 36, the student may write expressions like the examples here (right). 6 squared 2 x 18 3 + 3 + 4 + 5 + 6 + 7 + 8 72/2 3 x 3 x 4

Art Appreciation Each team will receive a piece of the same picture (Teacher, see the file, right). Your group will conduct its own investigation of the picture you have been given.  Be ready to share with the whole class.  We will look at the entire picture at the end.

What do you notice? What do you wonder? What is happening? Write your thoughts. Boston File Size: 8725 kb File Type: docx Download File

What Went Wrong? On March 5, 1770, life was complicated in Boston, Massachusetts.  Some people know a little bit about the event, but most probably don't understand its causes and what happened afterward.  See First Blood below for another reason tensions flared.

Presumption of Innocence It has been debated and debated.  Future President John Adams successfully defended the British soldiers in court.  As much as that might sound like Adams chose the wrong side, it points out this important concept: Why is this important? Why do lawyers defend "bad" guys? Do guilty parties ever go free? Do innocent people ever get punished? If police have arrested a man, does that mean the man is guilty? How does a judge determine whether a person is guilty or not guilty? What other questions might you have for a lawyer or a judge?

...The truth is we all get frustrated at different times of the year, but it seems that February is typically one of our most stressful months...

My hope is that each of you find the little things each day that keep you motivated.  Maybe it's a student who has grown academically or socially in your class.  Maybe it's the hug you get from a student or co-worker.  My challenge to you is to not forget that the seeds we are planting with our kids every day.  Even on our worst day, we may still be a child's best chance.  Don't lose sight of that.  Don't forget to smile, laugh, and encourage each other as we fight the "negativity monster" that rears it's ugly head this time of year...

I am always grateful for all that you do!

By robbing children of relevant historical discussions, we blur our nation’s founding principles.  Yet, tomorrow’s family, community, and national leaders still enter my classroom deprived of their own history.  While they long for stories of our nation’s founding era, history is often relegated to dusty corners.   While students hanker to presently apply lessons from history, history too often remains hidden.  Education’s shuttering of our founding principles in favor of the Three R’s disregards our nation’s future.  History is quickly demoted to an ancillary role:  we might use history as the text for reading classes, but fail to teach it explicitly.

​Thankfully, Missouri’s newest standards push historical context back into elementary schools, allowing me to give muscle to founding documents by inviting George Washington and his contemporaries into my classroom.  I must personally meet President Washington, sit with him, and share a meal with him.  We should get to know the founders, mull over their ideas, and appreciate ongoing debate over freedoms and rights.  We must grasp the significance of Revolutionary War and the sacrifices of Patriots' families.  We have a personal, present need to apply such principles in our lives.  It is exciting to think that Washington’s wisdom, courage – even his torments and apprehensions – might return to our classrooms.  I am thrilled with the idea of reviewing Revolutionary maps and studying primary sources from the those great historical visionaries who resisted oppression, forged a free country, and gifted us with unprecedented rights and freedoms. 

​My students hunger for lessons and activities about the 18th Century; they salivate with anticipation.  As historians, students collaboratively struggle with material and process.  They actively participate in the civilized discussions and disagreements we conduct in class.  They draw conclusions based on physical and inferential evidence.  They are jubilant only when they respectfully dig into difficult topics to successfully unearth innovative solutions.  They gather information, learn from failure, and build systems to serve future generations.  By identifying mistakes and responses from the past, students equip themselves to face genuine issues and influence the future like George Washington did

Washington influenced uneasy times.  Amidst confusion and extraordinary events, Washington’s strength and demeanor exhibited leadership and decision-making abilities.  He weighed risks, led boldly, calmed rooms, and boldly sought civility and decency.  I aspire to be that resolute peacekeeper for stakeholders in our school – for my fourth graders and colleagues.  When my teacher-peers curiously spy into our window, click on my website, or observe my class directly, they don’t see isolated topics, changing every 20 minutes or breaking on a regular schedule.  They find us time traveling – encountering real, stimulating situations and studying artifacts and images.

At day’s end, I enjoy the satisfying fatigue resulting from empowering children with real mettle for success and encouraging educators – through conversations, observations, and formal or electronic presentations – to do likewise.  As a professional developer, I thrive when I openly share my experiences and expertise locally and at the state level (soon including a rich experience at George Washington’s Mount Vernon).