Six Pattison Elementary social studies teachers backtracked in time to what’s known as “America’s Historic Triangle” of English settlement on U.S. shores – Jamestown, Williamsburg and Yorktown, Va.
They essentially went on a shopping trip for artifact replicas they will share in their classrooms – and, ultimately, with the Katy Independent School District’s social studies teachers – to enliven lessons about the culture and daily lives of early Anglo residents.
The tab for their airfare, lodging and other expenses was picked up by Fund For Teachers, a Houston-based nonprofit group that provides grants to help enrich the curriculum of teachers throughout the United States.
That the “Team Jamestown” group’s trip came as the Jamestown Settlement is celebrating its 400th anniversary was a bonus for Katy teachers whose job is to impart that period’s events to Pattison’s fifth-graders: Beth Emerson, Jill Hortness, Pennylane Lara, Whitney LaRocca, Laura Sanders and Regina Thompson.
“The history of Jamestown as an early American settlement is an important part of the curriculum, and it builds a foundation of history throughout the students’ life,” said Lara, 35, who has taught social studies for seven years at Pattison.
Lara, who has been a teacher for 12 years, said she and other teachers applied for the $7,500 in total grants from the Fund for Teachers, which awarded the grants to only 10 percent of applicants, or about 110 grants in Houston alone.
Sanders said the idea is to create a “learning kit” where pupils will have a more hands-on experience with history.
“We want to purchase the toys and clothing from that era,” said Sanders, 37, a four-year teacher of social studies, math and science at Pattison, who has 14 years’ teaching experience. While the grant covered airfare, hotel, food, transportation and tickets for the Jamestown Settlement, Colonial Williamsburg and historic Yorktown, it didn’t pay for the replicas the teachers want to put into their shared history trunks.
LaRocca said the group was especially lucky that they were in Jamestown during an archaeological dig near the settlement’s learning center, and even luckier that the Katy community also donated funds to help buy the replicas they need for the trunk kits.
“We’ll have three kits, total, and each kit will have the same artifacts – irons, coins, jewelry, pipes, water jugs, clothing, tools and money from that period,” said LaRocca, 29, who has taught social studies and language arts at Pattison for all of her eight-year career.
In addition, the teachers attended events commemorating the 400th anniversary of Jamestown’s founding in 1607.
Jill Hortness, 45, who has spent the last three years at Pattison teaching social studies and language arts out of her 20-year career, said that each kit – with an estimated value of $500 – will include computer-programmed photos and videos as well as artifact replicas.
“We’ll incorporate photos we’ll take to make the students feel as if they’re there,” Hortness said. “We’ll make them feel like history comes alive while they actually touch the artifacts and put on the clothing of days when they didn’t have electronics.”
LaRocca said that without visuals, it’s not easy – even for adults – to comprehend how life was like without the technologies people depend upon today.
“I hope it will be imprinted on them how many advantages they have today,” LaRocca said.
Ideas the teachers plan to use in their lesson plans include asking pupils to write a letter from Jamestown as if they were residents of that settlement, explaining aspects of their daily lives, or identifying unseen artifacts inside a bag by touch and describing how each one is used.
“I think that will help them experience what it was like in those days,” Lara said. “We’re hoping this will spark an interest when they go on to study American history in general.”
Another central goal, Lara said, is to eventually be able to make the kits available to other social studies teachers, complete with lesson plans and photos using the school district’s automated computer network for shared lesson plans.
For information about Fund for Teachers, visit the group’s Web site at: www.fundforteachers.org, or call 713-296-6127.
Bellaire High School head football coach Jeff Walker has been chasing former Depression era football star Jack Chevigny for six years. Compelled to tell his inspiring story, Walker set out to write Chevigny’s biography and met surviving family members and friends, who taught him what made Chevigny a living legend.
Chevigny embodied charm, charisma, athleticism and love for the game. Women loved him. Men idolized him. The players he later coached meant the world to him.
World War II came, and he was too old to enlist, but he did anyway. Chevigny refused to sit and watch “his boys” go overseas while he served as head football coach in the U.S. Marine Corps, so he went to the Pacific with them – and he never returned.
In March of 2008, Walker will tour the black sand beaches of Iwo Jima where Chevigny, along with thousands of young American men, was killed in battle.
“I want to experience it, I need to smell it, taste it,” he says. “I need to be there.”
Walker was one of the 100 teachers in the state who received a 2007 grant from Fund For Teachers, a national non-profit that bankrolls educators in pursuit of independent studies to travel and conduct further research.
In addition to Iwo Jima, the grant will send Walker to Guam, which he hopes to link with BHS’s social studies and history department. Walker wants to create an exchange student program or a student blog to enhance dual learning experiences.
Seeing so little history about Chevigny on the Internet immediately sparked Walker’s interest and led him to apply for the grant. On the Web, he discovered only that Chevigny once coached The University of Texas’ football team and resigned after an unsuccessful tenure.
“He has been shortchanged in history,” Walker says, as Chevigny has been remembered on some web sites as the only coach in UT history with a losing record. “Being a coach and a history teacher, I know that you legacy isn’t just numbers. It’s something you can’t describe. I felt called to bring him back as he was in 1945-a hero. In 2007, he was a guy who lost a lot of games.”
Chevigny circa the 1920s was a different story all together. During a legendary 1928 Notre Dame vs. U.S. Army game, he scored the tying touchdown and proclaimed, “That’s one for the Gipper,” as he led his team to victory.
The game is frozen in time in Walker’s office, home of the frayed scrapbook pages that Chevigny’s late sister compiled throughout his football career, some that read, “Notre Dame Conquers Army.” Each newspaper article is dominated by pictures of a dapper-looking Chevigny and a proud Notre Dame football coach Knute Rockne.
Chevigny later attended law school and coached the UT and the U.S. Marine Corps football teams, all the while remaining a B-list celebrity.
At 38 years old, Chevigny could have avoided going to war, but Walker says, “he felt like he was not doing right, that he should be with his boys.”
As a result of his research, Walker met George Franck, an inductee of the College Football Hall of Fame and 1940 All-American who served alongside Chevigny in World War II. Franck told Walker how he saw Chevigny’s final moments in a sand hole on Iwo Jima’s volcanic beaches.
Walker says he hopes Chevigny’s biography will reinforce the notion that cross-generational sacrifices were just as prevalent in World War II when comparing other stories of heroes and heroines who came of age in that era.
“The courage [Chevigny] had-he was an iconic figure of the greatest-of-the-great generation,” he says. “He did something I don’t know I could have done.”
As Walker gingerly unfolds Chevigny’s last letter written to his family, where the handwriting is faded but still legible, Walker’s enthusiasm for his subject seems more palpable than ever. His curiosity, determination and resourcefulness culminated then, as he possessed the most personal mementos of a sports figure long gone, but not soon forgotten.
Walker has written several coaching textbooks in his 22-year career. A Louisiana native, he came to Houston four years ago as assistant football coach for the BHS Cardinals. Since then, he taught various school subjects ranging from English to science, but his favorite, naturally, is history. He currently teaches U.S. History Since Reconstruction.
This summer, six South End educators, with the help of nearly $20,000 in grants, will be traveling to far off places in the hopes of becoming better at what they do.
This is the fourth year that the Boston Plan for Excellence has awarded summer grants to teachers, as part of its Fund for Teachers partnership with the Boston Public Schools. The McKinley South End Academy, a high school for students with emotional, behavioral and learning needs on Warren Avenue, snagged a significant number of the 34 grants awarded – five teachers will be taking trips this summer with funds from the program. Another South End teacher, John Allocca from alternative high school El Centro Del Cardenal, won a $5000 grant to travel to Ghana for three weeks.
“The Fund for Teachers is an opportunity for teachers to enrich themselves. We plan on coming back to enrich our programs,” said Warren Pemsler, an English teacher at McKinley who, along with fellow English teacher, Christopher Busch, received $3560 to travel to London and the Netherlands. The two teachers, along with McKinley art teacher Ari Hauben, run collaborative arts and writing-based programs with both the Institute of Contemporary Art and the Huntington Theatre, taking their students to exhibitions and shows and working the experiences into their curriculum.
Pemsler and Busch will leave July 8 for what sounds like a great, if artsy, vacation – they spend a week in London, attending plays every night and visiting contemporary art museums during the day, before meeting up with Hauben in the Netherlands to visit art museums there. Sounds like a vacation, and it almost is, Pemsler admitted, but for the fact that they’ll also be meeting with educational programming staff at the theatres and museums, to learn more about how different programs conduct community-based arts education.
“It’s very exciting… This fund is meant to be enriching to the teachers and the community, they don’t want you to go to a bunch of teachers workshops,” he added. “What we’re doing is not out of the realm of what’s possible [to do with the grants], but it happens to be awesome.”
Hauben, an art teacher at the school, received his own grant of $4882, to further develop his skills as an artist, as well as to travel to the Netherlands with the two English teachers. Hauben, an industrial designer by trade who has been teaching at McKinley for three years, will spend two weeks studying “more traditional art” with two artists in the New York City area beginning July 8. He then leaves from New York on July 20 to meet up with Pemsler and Busch, before returning to New York to spend more time in the arts scene there.
“This will give me a stronger foundation in like painting and more traditional arts,” Hauben explained. “I think it will be good for the students and broaden what I’m capable of teaching them, or at least allow me to teach them better.”
Hauben also explained that the biggest impact on their students and the programs they conduct will likely come out of their meetings with individuals who run similar arts-based educational programs. “A lot of the kids [at McKinley] have emotional issues and any way that we can pique their interests [is important],” he said. “In the Netherlands, they’re into doing that and a lot of places run programs similar to the ones that we’re doing.”
Ronda Goodale, literacy coach at McKinley who received a $4185 grant, is also hoping to bring back some of what she learns in her 10 days studying creative writing in Prague with teachers from across the globe to help round out the school’s more innovative programming. “My goal is to bring what I’ve learned in terms of trying to combine across media, and using different types of intelligences, with our own kids and our own teachers,” she said.
Goodale is also planning on putting together a journal of her time abroad, to present to her students – and to show them that even for her, a literacy coach, writing can still be difficult.
“It’s a challenge… I want to show them the process for me, because some of them are challenged,” she said, “[and[ I can appreciate what it’s like for them.” (Another literacy educator at McKinley, Cleyde Oliveira, will also be working on her skills this summer, in a summer institute at Columbia University. South End News was unable to reach her to talk about her program.)
All of the teachers have been asked to put together a presentation to the Fund for Teachers board, to, as Hauben said, “show them what I did with their money.” Some also are looking to put a presentation together to share with their students just what they did for their summer vacation.
“I hope to bring back a lot of pictures, new insights, knowledge and a variety of artifacts to share with my students and the school community,” said Allocca, of his upcoming trip to Ghana. Allocca, social studies and history teacher at El Centro, says that he’ll be incorporating some of what he learns in his curriculum next year, which focuses in part on the African roots of some of the Spanish-speaking countries that his students hail from.
Asked if his students are jealous that he’ll be spending his summer vacation, Pemsler said, “It’s the adults that are most! Some of my students have never left Massachusetts, or New England… but the adults are like, ‘Oh my God, I’m so jealous.
WEST ROXBURY – It’s a lot easier to teach students about a place if you’ve been there. Take first-grade teacher Kerrin Flanagan, for example.
The Lyndon School educator’s curriculum dictates that she teaches her students about Ghana. But the Jamaica Plain resident has never been to Ghana. That’s all about to change, thanks to the Fund for Teachers initiative with the Boston Public Schools.
This summer, 34 BPS teachers are receiving $127,500 in grants to visit 17 foreign countries and three states.
Flanagan was awarded $4,961 out of a maximum grant of $5,000. It will help pay for her program fee, volunteer work and airfare to Ghana. Flanagan is set for her July 13 departure, and her students may be just as eager about her trip as she is.
“We’re actually talking about [Ghana] right now. My students are very excited about that I’m going,” said Flanagan.
Flanagan found out she was going in March, but decided to tell her students later on so they would be more interested in learning about Ghana, which is in western Africa.
Her students also got very into giving her advice for her long journey.
“It’s made them draw a lot of connections that wouldn’t ordinarily be drawn from a country this far away,” said Flanagan. “One of my students said that I will need to bring a lot of shorts and sunscreen. They started giving me packing advice and how I would need to drink a lot of water. They already want to come with me and send them postcards. They are very eager to learn more about Ghana, even though they will be in second grade. But I have promised them that I will come to their classroom next year and tell them about my trip.”
Flanagan will actually be teaching kindergarten next year. She stays with a class for two grade levels and then repeats the process. And she’s hoping her next class will benefit from some of her purchases.
“One of the things all of the first-grade teachers at this school [talk about] is that we notice that we don’t have as many resources as we would like [to teach about Ghana]. We have books, but not as many materials as we would like. I’m hoping to bring back as many hands-on resources as possible,” she said.
“I’m not entirely sure what I will find. Ghana is famous for kente – a kind of cloth that is woven in Ghana. I’m bringing back fabric to share with students. They’ve seen pictures of it, but to have it to touch it. It will make the curriculum that much more rich.”
Flanagan is also going to take a lot of photos to share with her friends, family, colleagues and students.
She’s also planning on visiting nature preserves, historical places and wants to get to know as many Ghanaian communities as possible. Flanagan will be doing volunteer work as well teaching in a local school in Ghana.
“My plans for when I return… I will use all my learning that I get from this trip, all my resources, tangible and intangible, the artifacts I bring back will be [put] into the curriculum so every teacher can use them to teach Ghana in the future. That is one way I will be using the grant money. It’s not just a great opportunity for me but for other students at the Lyndon School.”
“We have so many new arrivals that come to our school. We are considered a school where some students come with very limited English-speaking skills, and we find it hard to assimilate them to our culture.”
Mason said she is interested in seeing the Dominican’s schools so she can have a better understanding of her students.
“I have one student this year who is 11 years old who has never been to school before,” said Mason. “The same thing happened last year with a boy from El Salvador.”
She added that the boy this year is also from El Salvador.
“You think of 11-year-olds who have never been to school before. The classroom routines and rules to adjust to, it is the main thing. They do it so well. It’s shocking, the way they pick up the language. They are just amazing. It is unbelievable to work with them.”
Mason said her parent conferences are often conducted with an ESL teacher, who also helps with students on a regular basis.
She added she took some classes two years ago to better her skills to make the curriculum more accessible for kids who don’t fully understand English.
“No matter what you do, they are so grateful and appreciative because so many of them come from so little. They are thankful they are in your classroom and they let you know this. The letters they write, the hugs they give. Many of their parents came here for a better life and they realize that.”
As for any expectations for the trip, “I can say there is one thing – I’m just excited about the language classes to acquire more Spanish. Just to be there and experience the culture, it’s almost changing places with some of my students. It’s going to make me a little more sensitive to what they go through every day.”
First stop – Beijing
Like Mason and Flanagan, Michael Aymie is eager to become a student this summer during his trip to China and Japan.
The West Roxbury resident, who teaches at Madison Park High, has been teaching English as a Second Language for the last seven years at the school.
He will be going to Asia by himself. This will be his second trip to China. He went back in 1996 when he was 33 and studied and taught there for a year and a half. But this trip will be different.
“I want to do some research on how minority groups retain their culture. Basically China has 56 ethnic groups. The largest is the Han. There are a lot of smaller ethnic groups that you don’t think about. Everyone knows about Tibet, but there are a lot of others,” said Aymie. “I want to see how they retain their culture and language, the problems they face, socio-economic opportunities. Do they use Mandarin, the national language? Do they have choices of schools that they can go to? What percentage of people use Mandarin? Do they use it at home or at school? If they don’t use it, does it prevent them from advancing?”
As an ESL teacher, Aymie teaches a lot of younger students who have come from different countries and need to learn English. He said despite speaking different languages, they often face the same emotional and cultural challenges.
He added that a lot of his students face a sense of loss for their culture and language.
“It causes a lot of anxiety and angst from people who come to this country,” he noted.
He said he hopes to gain some insight in the same vein in China.
“They have a lot of cultural celebrations. I want to see how they do that and have some insight to understand my students,” he said.
Aymie’s first stop will be in Beijing. He’s also headed to Tibet and Xinjiang, which is in the northwest of China. Aymie is looking forward to going north to Mongolia.
He will also be able to bone up on his Mandarin, which he spoke “fairly well” when he was traveling on his own 10 years ago. Over the last year, he’s been reviewing books and tapes to improve his atrophied Mandarin skills.
“Basically I want to see China. I want to see all the changes [that have occurred] in the last 10 years. I have friends who have traveled there and say I won’t recognize it. I want to see cultures that I’ve read about. But I never thought I’d have the chance to go to Tibet. I think it’s going to be very interesting.”
For the fourth year, the Boston Plan for Excellence (BPE) has awarded grants to teachers for summer travel and study as part of its Fund for Teachers/Boston (FFT) initiative with the Boston Public Schools (BPS).
For the coming summer, 34 BPS teachers have won $127,500 in grants to visit 17 foreign countries and three states. Individual grants range from $2,210 to a maximum of $5,000; the maximum for team grants is $7,500. With these awards, to date more than 200 teachers in the city’s public schools have won grants totaling $700,000 and traveled to more than 50 countries and dozens of states. Lists of winners from all four years with project descriptions are at www.bpe.org.
FFT/Boston grants fund projects that teachers design to pursue a special interest, research an area they teach, or broaden their own learning about another culture. A Wilson Middle School teacher will travel through Israel, Jordan, and Egypt to enrich with personal experience the unit he teaches on Mesopotamia. A team of five teachers from the Gardner Extended Services School in Allston will participate in intensive Spanish-language instruction in the Dominican Republic and then volunteer at a children’s center there. Two teachers from the Horace Mann School for the Deaf & Hard of Hearing will also study Spanish but in Peru, then help out at an orphanage for deaf children in Cusco. With one of two Teachers as Artists (TAA) grants awarded through FFT/Boston, an artist-educator from the McKinley South End Academy will study painting and printmaking in New York City and explore the city’s museums and galleries.
“For Boston’s teachers, this is an extraordinary opportunity,” said Ellen Guiney, Executive Director of the Boston Plan for Excellence. “The nature of teaching is to open the world to students, and Fund for Teachers/Boston allows educators to experience the world so that what they bring back to the classroom is authentic and meaningful.” Superintendent Michael G. Contompasis added, “This is a win-win program, for teachers and students.”
Fund for Teachers/Boston is affiliated with the national Fund for Teachers (FFT) foundation, founded by Apache Corporation Chairman Raymond Plank. Already established in Denver, Minneapolis, St. Paul, Tulsa, New York, and Houston, FFT expanded to Boston in 2004 and is administered by the Boston Plan for Excellence. TAA grants are underwritten by the Surdna Foundation and an anonymous foundation.
Established as the city’s local education foundation by the corporate and foundation communities in 1984, the Boston Plan for Excellence has been for the last eleven years the district’s primary partner in improving instruction. Led by a volunteer board of trustees, the nonprofit organization also manages Boston Teacher Residency, an independent teacher preparation and licensure program, and hosts Principal For A Day each fall.
Seven Pattison Elementary third grade teachers with the help of a grant provided by Fund for Teachers, will take a trip to the Historic Triangle June 4-9, to enhance their curriculum of Early America.
The Historic Triangle is made up of the historic sites of Jamestown, Williamsburg and Yorktown. The seven teachers are: Beth Emerson, Jill Hortness, Whitney LaRocca, Regina Thompson, Pennylane Lara, Laura Sanders and Cathie Paz. The group named themselves “Team Jamestown” and was all filled with excitement about receiving the grant.
“It’s a great opportunity,” Paz said in the Pattison Elementary Conference Room.
“This is the second time we’ve applied for the grant,” LaRocca said.
“With this being the 400th anniversary, they have done up Jamestown.” Lara aid the group is honored with receiving the grant.
“Tons of applicants applied and we were chosen,” Lara said.
The six of them agreed that the trip would definitely impact their teaching of the Early American time period.
“We (Team Jamestown) feel this trip will open our children’s eyes, as well as our own eyes, to just how far we have come in 400 years, and the gratitude we should have for those that paved the way for this great nation.” Emerson said in the grant proposal.
“It will help us bring Jamestown to life and bring it to the classroom,”
“You can only learn so much from textbooks and pictures,” LaRocca said.
“Students learn about American History in fifth grade, so hopefully our excitement for the unit will spark their interest.”
“It will be a good base for them to take to fifth grade,” Sanders said.
Emerson said the teachers would be looking at artifacts to build resource kits.
With a $7,500 budget they only have enough money for one kit but with the support of the community and third grade parents, they have raised enough money for two resource kits.
All seven teachers said they are excited about just going there.
“The fact that we can go as a team, and come back and collaborate as a team will benefit out curriculum of Early America,” Lara said.
“When you dedicate your life to teaching, you’re a lifelong learner.” Emerson said. “We can better our student’s lives and our lives by going on this trip.”
Jamestown was the first permanent English settlement in America and is located southeast of Richmond, VA.
Yorktown was the final battle in the American Revolution that resulted in the surrender of the British.