Reframing Our Narratives: Advocacy and Action in Critical Timeschar booth
Advocacy and outreach are essential tools for creating and sustaining successful libraries, and in increasingly resource-strapped environments it is vital for libraries and librarians to effectively communicate our value. Advocacy is a process of identifying and shaping narratives that matter (and make sense) to our user communities, while outreach helps these ideas connect with stakeholders. When we “reframe” our outreach and advocacy narratives we acknowledge that libraries are dynamic, but that our core values of justice, access, and an informed and supported user population remain constant. Making this case can provide the foundation for creative advocacy strategies that help us build strong and lasting institutions.
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
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Reframing Our Narratives: Advocacy and Action in Critical Timeschar booth
Advocacy and outreach are essential tools for creating and sustaining successful libraries, and in increasingly resource-strapped environments it is vital for libraries and librarians to effectively communicate our value. Advocacy is a process of identifying and shaping narratives that matter (and make sense) to our user communities, while outreach helps these ideas connect with stakeholders. When we “reframe” our outreach and advocacy narratives we acknowledge that libraries are dynamic, but that our core values of justice, access, and an informed and supported user population remain constant. Making this case can provide the foundation for creative advocacy strategies that help us build strong and lasting institutions.
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
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Melakukan transaksi keuangan perusahaan dan mencatat transaksi secara akurat. Memantau dan melakukan pembayaran kepada pemasok. Melakukan penagihan kepada pelanggan.
The TED organization, stemmed from a single conference over thirty years ago, has provided countless videos with unique opportunities to learn from experts in various fields. Originally on topics in the technology, entertainment, and design industries, TED has grown into much more, including a podcast series called TED Talks.
Oplægget blev holdt ved InfinIT-arrangementet Temadag om integrering af usability-arbejde i agile udviklingsprocesser, der blev afholdt den 6. maj 2014. Læs mere om arrangementet her: http://infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/hvordan_kombineres_agil_udvikling_og_usability-arbejde.htm
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Weaving People & Place Together: Telling the Biodiversity Story at Sam's Poin...Teaching the Hudson Valley
Learn how The Nature Conservancy (TNC) puts people into the "biodiversity story" with programs at Sam's Point Preserve in the Hudson Valley's Shawangunk Mountains. Using oral histories, field studies, artifacts, and local historic newspaper accounts, TNC is teaching students and the community about fire's important role in preserving biodiversity. Cara Lee, director, and Heidi Wagner, preserve manager, Shawangunk Ridge Program; Jennifer Gilles, science teacher, Ellenville MS, and Emma Sears, environmental educator, presented this program at THV's 2008 summer institute. See related lesson plans at http://tinyurl.com/y88rxop.
Melakukan transaksi keuangan perusahaan dan mencatat transaksi secara akurat. Memantau dan melakukan pembayaran kepada pemasok. Melakukan penagihan kepada pelanggan.
The TED organization, stemmed from a single conference over thirty years ago, has provided countless videos with unique opportunities to learn from experts in various fields. Originally on topics in the technology, entertainment, and design industries, TED has grown into much more, including a podcast series called TED Talks.
Oplægget blev holdt ved InfinIT-arrangementet Temadag om integrering af usability-arbejde i agile udviklingsprocesser, der blev afholdt den 6. maj 2014. Læs mere om arrangementet her: http://infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/hvordan_kombineres_agil_udvikling_og_usability-arbejde.htm
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Weaving People & Place Together: Telling the Biodiversity Story at Sam's Poin...Teaching the Hudson Valley
Learn how The Nature Conservancy (TNC) puts people into the "biodiversity story" with programs at Sam's Point Preserve in the Hudson Valley's Shawangunk Mountains. Using oral histories, field studies, artifacts, and local historic newspaper accounts, TNC is teaching students and the community about fire's important role in preserving biodiversity. Cara Lee, director, and Heidi Wagner, preserve manager, Shawangunk Ridge Program; Jennifer Gilles, science teacher, Ellenville MS, and Emma Sears, environmental educator, presented this program at THV's 2008 summer institute. See related lesson plans at http://tinyurl.com/y88rxop.
Presentation given by Catherine Parsons, Pine Plains CSD, during THV's 2011 Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
This presentation was given by Nordica Holochuck, New York Sea Grant, and Susan Hoskins, Cornell Institute for Resource Information Sciences, during Teaching the Hudson Valley's 2009 Summer Insitute.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Presentation of the workshop 'Making Astronomy Accessible for All' at Universe Awareness 2015 International Workshop by Amelia Ortiz, Lina Canas, and Thilina Heenatigala.
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A presentation showing excellent tips for staying healthy as you age. Simple, straightforward, and with meal suggestions, this short and clear presentation gives excellent tips on aging well!
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Nutrition Education DESIGN Procedure: Pam Koch, Tisch Center for Food, Educa...Teaching the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Empowered Eaters: Making Connections through Food & Nutrition Education." Let’s think broadly about food and nutrition education for the next generation. Explore ways to inspire youth to care about how choices influence their health, that of the planet, and the lives of everyone working with food from farm to plate. We’ll also review how to empower students to create practical action plans to successfully make real changes in their day-to-day food choices. Pam Koch, professor of nutrition education and executive director, Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University
Conventional vs organic agriculture: Cornelia Harris, Cary Institute of Ecosy...Teaching the Hudson Valley
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
From a workshop held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Hudson Valley farms have long been a rich source of inspiration for artists. Bold relief prints, with a great capacity for visual storytelling, have been a medium of choice for artists portraying land and food issues worldwide. Explore selected prints and share worldwide stories as they relate to our farms, land, and food. Gina Palmer, high school art teacher and professional illustrator.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Each Program Will Include:
• An introduction and one to three short Pre-Visit
Activities
• An approximately one hour presentation and activity
led by Schuyler Mansion staff
• A packet of Post-Visit Materials
4. Playing in the Past(Images are from our annual July 4th
Celebration;
visitors using the toys and games.)
6. Exploring Colonial Life Through
Documents
Schuyler Sends:
How to Mail a Letter in the Year 1800
7. “September 7, 1755 I Philip Johannes
Schuyler aged 21 years, 9 months and 17
days entered into the estate of matrimony
with Catherine Van Rensselaer aged 20
years, 9 months, 27 days”
1755
- 20
1735
8. 1 ) W h o d o y o u th in k w e r e th e w e a lth ie s t o f th e p e o p le y o u h a v e h e a r d a b o u t in th e s e
b io g r a p h ie s ?
2 ) W h a t w a y s c a n w e te ll w h o is w e a lth y a n d w h o is n o t? – h o u s e s , o w n s la v e s , ta x
a s s e s s m e n ts te ll v a lu e s o f p r o p e r ty v s . a r e s la v e s , p o o r r o lls , e tc .
3 ) W h e r e d o th e w e a lth ie r p e o p le liv e v s . th e p o o r p e o p le ?
4 ) B y s h o w o f h a n d s , w a s th e p e r s o n in y o u r p a c k e t a p a tr io t ( s o m e o n e o n th e
A m e r ic a n s id e o f th e R e v o lu tio n a r y W a r ) ? A L o y a lis t ( s o m e o n e o n th e B r itis h
s id e ) ? N e ith e r?
5 ) D o y o u th in k it w a s e a s y to d e c id e w h ic h s id e to b e o n ? W h y o r w h y n o t?
6 ) D o y o u th in k th a t th e p e r s o n in y o u r p a c k e t k n e w s o m e o f th e p e o p le th e o th e r
g r o u p s ta lk e d a b o u t? If s o , h o w ? – C o m m itte e o f C o r r e s p o n d e n c e / s a m e / o p p o s ite
s id e s o f th e w a r , o w n e d a s s la v e s , liv e d c lo s e to e a c h o th e r , h a d le tte r s b e tw e e n
th e m , e tc .
Sample Questions:
9. 1 . W h a t’ s w o r k i n g ? H o w d o e s t h e p r o g r a m a l r e a d y t o u c h u p o n C o m m o n C o r e
S t a n d a r d s a n d f o r w h a t a g e g r o u p s ?
2 . W h e r e is t h e r e r o o m f o r i m p r o v e m e n t ? W h a t g e t s l e f t o u t ? I s t h e r e a n y t h i n g
c o u n te r - p r o d u c t i v e a b o u t t h e p r o g r a m s t r u c t u r e ?
3 . W o u l d t h i s p r o g r a m b e a u s e f u l t o o l t o t h o s e o f y o u w h o a r e t e a c h e r s ? H o w d o e s
i t , o r c o u l d i t b e a d a p t e d , t o s u it y o u r s t u d e n t ’ s a g e g r o u p a n d t h e C o m m o n C o r e
4 . H o w w o u l d y o u i n c o r p o r a te s ta n d a r d s n o t r e a c h e d b y th e e x i s ti n g p r o g r a m ?
5 . W h e r e d o e s it f it i n t h e c u r r i c u l u m c a l e n d a r f o r e a c h g r a d e ?
6 . O n c e d e v e l o p e d , w h a t i s th e b e s t w a y t o g e t t h e s e p r o g r a m s i n t o t h e h a n d s o f
t e a c h e r s ? C o n t a c t t e a c h e r te a m s ? P r i n c i p a l s ?
7 . D o y o u s e e it b e i n g u s e d a s a c r o s s d i s c i p l i n a r y t o o l ( l a n g u a g e a r t s , s o c ia l
s t u d i e s ) ? S c i e n c e a n d te c h n o l o g y ? M a t h ?
Discussion Questions:
10. 1 . W h a t’ s w o r k i n g ? H o w d o e s t h e p r o g r a m a l r e a d y t o u c h u p o n C o m m o n C o r e
S t a n d a r d s a n d f o r w h a t a g e g r o u p s ?
2 . W h e r e is t h e r e r o o m f o r i m p r o v e m e n t ? W h a t g e t s l e f t o u t ? I s t h e r e a n y t h i n g
c o u n te r - p r o d u c t i v e a b o u t t h e p r o g r a m s t r u c t u r e ?
3 . W o u l d t h i s p r o g r a m b e a u s e f u l t o o l t o t h o s e o f y o u w h o a r e t e a c h e r s ? H o w d o e s
i t , o r c o u l d i t b e a d a p t e d , t o s u it y o u r s t u d e n t ’ s a g e g r o u p a n d t h e C o m m o n C o r e
4 . H o w w o u l d y o u i n c o r p o r a te s ta n d a r d s n o t r e a c h e d b y th e e x i s ti n g p r o g r a m ?
5 . W h e r e d o e s it f it i n t h e c u r r i c u l u m c a l e n d a r f o r e a c h g r a d e ?
6 . O n c e d e v e l o p e d , w h a t i s th e b e s t w a y t o g e t t h e s e p r o g r a m s i n t o t h e h a n d s o f
t e a c h e r s ? C o n t a c t t e a c h e r te a m s ? P r i n c i p a l s ?
7 . D o y o u s e e it b e i n g u s e d a s a c r o s s d i s c i p l i n a r y t o o l ( l a n g u a g e a r t s , s o c ia l
s t u d i e s ) ? S c i e n c e a n d te c h n o l o g y ? M a t h ?
Discussion Questions:
Editor's Notes
Our intention today is to analyze our outreach program, “Sea Captain, Soldier and Slave”, which was created in 2001, and to use that program as practice for turning an old program into something new within the context of the Common Core Standards. While Michelle and I will be introducing you to the program and leading the activity portion of this workshop, we hope you will take an active role in dissecting and discussing the program with us. But first, let us get started with some background information on Schuyler Mansion to put us all on the same page. Schuyler Mansion is a historical site in Albany, NY. It is run by the New York State Office of Parks, Recreation and Historic Preservation. Presented in the format of a house museum, the Georgian style home was built between 1761 and 1765 by Philip Schuyler- a wealthy and influential Albany resident as well as a Major General in Washington’s army during the American Revolution. It was his, and his family’s, primary residence from 1766 until Philip Schuyler’s death in 1804. In addition to Schuyler’s Revolutionary War career, the site staff interprets Philip Schuyler’s business ventures and political activities; the lives and experiences of family members, slaves and 18th century visitors to the home; and the 18th century art, architecture and material culture associated with the site. We also include, in our focus, the changes in Albany’s South End- portions of which were once part of Schuyler’s eighty acre farm estate, the post-Schuyler ownership of the property, and the acquisition and restoration of the house and property by the New York State Office of Parks, Recreation and Historical Preservation, which purchased the site in 1911 and opened it to the public in 1917.
Schuyler Mansion’s total attendance is a combination of individual house tours, scheduled group tours, special events and off-site or outreach programs. With 2008’s economic downturn, Schuyler Mansion, like many sites in both the public and private sector, saw a decrease in all categories of attendance, but school group tours and offsite/outreach took the hardest hits. (See Graph) It should be noted that, “Off-Site” numbers also include conferences and other non-classroom programs which include additional adult attendees; perhaps that only amplifies the fact that Schuyler Mansion is not reaching school age people. Now, I will admit that I did not have these figures in hand when I began my internship, and ‘we’- the full time staff and myself- identified youth attendance as only one amongst a number of reasons to revamp Schuyler Mansion’s Outreach Programs. Other problems that the year-round staff identified were; that they had a handful of programs that they were unfamiliar with; that were outdated; that may have been missing pieces; that sometimes caused confusion when they were taken out to classrooms… And most importantly; that no one had been able to comb over to determine their relevance to our community or how they worked alongside Schuyler Mansion’s current programming. So… I dug these numbers up after a fourth grade teacher expressed that she had visited Schuyler Mansion with her older family members and loved it, but she didn’t really think that it was “for kids”. You can imagine that stung a bit, even for a newer employee, but she had a point. With a mixed visitor-ship that sometimes includes furniture aficionados, Alexander Hamilton buffs and vacationing family groups all on the same tour, children sometimes do get neglected in the mix on these daily tours. My observation is that Schuyler Mansion’s best opportunity to reach school-age people, therefore, has always been through programming specifically designed for students. Group tours of the Mansion can be a powerful tool for turning stories and lessons into concrete imagery, but, teachers who I spoke with made it clear that bussing fees on top of the activity fees associated with such field trips often made this difficult. With all of these things in mind, my first step was to review the existing programs- there were four (with a few other fragmented programs laying around), and in the end we will have four again. Since “outreach” can refer to different types of programs at different sites, it is probably useful to clarify. Each SM Outreach Programs is a lesson plan and activity that our staff brings to the classroom. Since 4th and 7th or 8th graders deal with local, Colonial and Revolutionary histories, they are most often the target of these programs. As I have been designing programs, my focus has been on fourth grade, since, as historians who work with adults on a day-to-day basis, it’s easier to add more depth and complexity to a program with a young audience than it is to try to edit out difficult concepts on a moments notice.
In their final form, all of these programs will consist of: [bulleted in slides and then expanded upon] an introduction and one to three short pre-visit activities to be sent to the teacher a week or so ahead of our visit. These activities introduce students to the Mansion and the historical subject they will be learning and they also sometimes ask questions that act as a jumping off point or identify where extra attention will need to be paid. An approximately one hour presentation and activity led by Schuyler Mansion staff . Each program tells about a different part of Schuyler Mansion history and challenges kids to use different “historian skills”, so the activities vary. A packet of post-visit materials . Although these are still in development, they will include a few questions and an hands-on activity like a craft project to help students reflect on the subject they learned about, and a reading list of books related to the subject. I am trying to make this list interdisciplinary- so, to include, for instance: historical fiction novels, biographies, activity books and even books about science and technology- as examples, I have included a book on germs for the program where we discuss hygiene and a book on hot air balloons, trains and other “post-Schuyler” transportation when we talk about the postal system and travel technology. The programs needed varying levels of work- I’m going to go over each of them briefly, to put “Sea Captain, Soldier and Slave” in context for you. One program hasn’t been changed at all.*
Called “Playing in the Past”, it is exactly what it sounds like- students learn about the different games and toys 18th century children would have played with. This program is short and sweet and leaves a lot of time for play. Teachers that have used it in the past sometimes thought of it as a reward program for their students, but it also allows children to learn kinesthetically, to put themselves in the Schuyler children’s shoes and to consider a world without modern technology.
A second program, “Coping With Life’s ‘Necessaries’: Washing and Wellness through 18th Century Artifacts” reworks a program that was originally part of an in-house exhibit and lecture series. Students in this program learn about 18th Century hygiene practices by handling and observing reproduction objects and materials like tooth powder and an early style toothbrush, a chamber pot, and a shirt and shift as 18th Century undergarments. The hands on activity helps children understand how historians can use objects as another type of primary source by allowing them to interpret the objects for themselves.
Our fourth is the program we are going to discuss today. “Sea Captain, Soldier and Slave” was originally designed in 2001 by Glenn Griffith, with assistance from Stefan Bielinski of The Colonial Albany Project. Despite some organizational and damage related issues, the program was well researched and contained a lot of good, though sometimes complex information. Although this program was designed with NY State curriculum in mind, it was designed well before the Common Core Standards were implemented. Because we were accepted to run this workshop, I have made very little content revision to this program. Instead, my work on it so far has been making clean copies, transcriptions and digital backups for all of the materials used, while focusing the bulk of my work on the aforementioned two programs. Before I get further into the details of “Sea Captain, Soldier and Slave”, let me share with you a couple of goals I maintain for all of these programs. Of course, making our Outreach fit into the Common Core Standards is pretty high on the list- that’s why we’re here! There has been quite a bit of criticism of the Common Core in relation to history and other subjects that are neglected by these Standards. Obviously, as a historian I do feel that Social Studies, especially at the elementary school level is important, and has really been down played… which actually just makes it seem more important, to me, to really integrate these Standards into history programs. If we create programs that support the skills that the Common Core Standards are trying to get at, but do so through the lens of history, we get to stay relevant to the educational system, while exposing students to a subject that we think is really important. So, covering a range of Common Core Standards across multiple disciplines is one of my goals. Another goal of mine is introducing students to a set of skills that are used in the history profession. Ideally, we get students to think like historians and even to think of themselves as historians while participating in these activities. Maybe this will trigger student interest in history, which is great! Maybe it won’t. And that’s OK too, because even though these skills are related to history- skills like: being able to read objects as primary sources, being able to discern viewpoints in a conflict, looking for signs of bias in a text, or even being able to read receipts or maps… These are all skills that are used every day by historians, but they obviously have applications in science, math, technology and everyday life too. c. So, let’s turn our attention to the “Sea Captain, Soldier and Slave” program. The original program included pre-visit, though not post-visit, materials in addition to the hour to hour and a half long program. We have provided some of the pre-visit materials as pages in the material packet we have provided. They include 1) “Cracking the Code”- a guide to reading 18th Century documents including abbreviations and symbols. 2) Three example documents to practice with and their transcriptions , one of which is copied in your packet. A post-it note attached to the master copy elaborates: “Make a list of things in your room like this list from a barn”, so perhaps this could be used by teachers as a take-home activity. 3) A vocabulary list . 4) Recipes to make your own Nut and Berry Ink – craft activity either at home or in the classroom. No further instructions for teachers or site staff were provided about these materials that I could find. We are, however, provided with an outline for the core activity. We are going to go through that activity now, with you as the participants. As we go through, it may be helpful to jot down things that are not made clear, words or concepts that seem difficult for students of various ages, parts of the program that are already appropriate for the Common Core Standards, and other pros and cons for our discussion later on. There are also, at the back of your packet, a few of the questions to think about for our discussion at the end.
B. Based on student outline: [ Divide participants into groups of 4-6 people, if they are not already seated in small groups. ] In just a moment, we are going to give each table a packet [use Catherine’s as an example packet]. Each packet contains information on a real person who lived in Albany during the Revolutionary War period. Their name is on the outside of the packet. Inside, you will find a set of reproduction documents based on that person’s life. Please make sure to keep all the materials from your packet together at your group’s table. You are going to work together, reading the documents and filling-in-the-blanks on a biography of that person which we are also passing around. Sometimes you will have to use some thinking to get your answers. For example: my packet contains information about Catherine Schuyler who lived at Schuyler Mansion. One of the things I found in my packet is a Bible. Now, in the 1700s, a Bible had blank pages where families would write their family history- the dates of important events like births, deaths and marriages. So here I have a hand written entry in the Bible that says “ September 7, 1755 I Philip Johannes Schuyler aged 21 years, 9 months and 17 days entered into the estate of matrimony with Catherine Van Rensselaer aged 20 years, 9 months, 27 days” Now, my biography worksheet wants to know what year Catherine was born. There is a lot of extra information here that I don’t need to know, but… How would I know what year Catherine was born? Since I know that she is 20 years old in 1755, I subtract 20 from 1755 and now I know that Catherine was born in 1735. You don’t need to worry about months or days. Another document most of you will find in your packets is this big table that says “Assessment Roll of the Real and Personal Estates in the city of Albany”. This document looks very complicated, but it can be very useful, like the Bible records. Does anyone remember what the word “estate” means? [ if no, explain/read definition ] So, this document was used to know how much money people would have to pay to the government based on the value of their house and property- their estate . It shows the name of the Estate owner, the address of their house, what type of house it was and what the property was worth. You will need to know the address, so this will come in handy. [ use Catherine as example again ] Catherine, because she is a married woman, her property would be under her husband’s name. So, to find her address, I would first have to know that Catherine was married to Philip Schuyler – I can find his name on this table. When everyone has finished filling out their biographies, we will have one person from each group read them aloud. Some of the names that you read will be hard to pronounce. Don’t worry too much about pronunciation. We will help you when we get there. ~ The outline reminds us, at this point, that there are pre-visit materials which included a vocabulary list. If the teacher did not review these, we are to go over some of the harder words. That vocabulary list has already been provided for you. The original program did not provide transcriptions of the documents enclosed in these envelopes. I am including typed transcriptions today because we already know that we intend to in the future of this program. Recently, elementary teachers informed us that not all students learn cursive by fourth grade, and so it would be difficult and time consuming for some students in that age group to glean answers out of the documents. This leaves very little time to discuss the biographies. I intend to include the word “transcription” in the vocabulary list with this new addition and to explain that historians make and use transcriptions so that it is easier to read documents and so that we do not damage the originals. I think it is legitimate to make the students feel that they are not “cheating” by using the transcriptions, but instead learning another skill in the historian toolbox, as it were. We will, of course, encourage them, as we will you today, to use the handwritten documents as much as possible and refer to the transcriptions when you are stumped (there are probably times that even us grown-ups will have trouble with the handwriting). ~ So, to continue… You will also find, in your packets, a vocabulary list with words that you have already learned, as well as new words that you might find difficult. You will also find a token representing your character’s house. When you present your biographies, you will place the token on the map, using the address you will find somewhere in your documents. For now, you can set this in the middle of the table. You will not need it until we are finished with the biographies. Please be gentle with all of the documents in your folder. Everyone at your table should work together to answer the biography worksheet. However, each group should pick one person to write your answers, one person to read the biography at the end and one person to place the house on the map of Albany. Do that now. Once you have picked who gets what job, you can get started. Let Michelle or I know if you have any questions.
[ Put questions back on slideshow. Activity time! Insert elevator music here. ] [Have groups read their biographies out loud. Remind participants to listen carefully as other groups read for things that the ‘characters’ have in common- this is where the stories pull together. Keep this question in mind: Do you think that the person in your packet might have known the people in the other packets? Why or why not? One person (not the reader or writer), places their house token at the correct location on the map.] Discussion questions for Map and Biography Presentation. These questions are to be covered briefly, given the time to do so. If not, they should be left with the teacher to discuss afterwards.