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The truth is that I really struggled in this regard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several other major challenges I faced:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Finding myself in the position of having to teach students how to write. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for not spending enough time teaching the content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for calling upon my students to write historical fiction. Now and then, I heard the cry that I should only call upon my students to produce “academic writing” (aka the kind of writing that colleges will assign and that continually calls for students to offer up a claim, evidence, and analysis.).\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>What I Will Do Differently Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I will try to find someone in the community—ideally a retired English teacher, writer and/or editor—who would be willing to help me grade the writing. I will also search for a local college student willing to provide the needed support. If the Common Core State Standards expect me to assign more writing, I’m going to need some help grading it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will also heed the advice of fellow high school social studies teacher Scott Petri to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use technology to provide immediate whole class feedback (click \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wJMyvwjpm-s\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view an example of how this can be done).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Switch over to a \u003c/span>\u003ca href=\"https://www.edutopia.org/article/6-reasons-try-single-point-rubric\">\u003cspan style=\"font-weight: 400\">one-point rubric\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read award-winning journalist Wayne D’Orio’s \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2018/01/social-studies-dilemma-integrating-writing/\">\u003cspan style=\"font-weight: 400\">The Social Studies’ Dilemma: Integrating Writing Without Losing Focus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read history teacher David Cutler’s \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">To Teach Effective Writing, Model Effective Writing\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take a much closer look at Scott Petri’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003cspan style=\"font-weight: 400\">utomated Writing Feedback Programs can Help Teachers Coach Students How to Write.\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One other thing I will do differently next year – I will call upon my students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">respond\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to an even greater number of ‘alternative’ writing assignments, with each of these assignments described below. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(This past semester, I asked a few students to field-test these assignments. The results of these field-tests also appear below.)\u003c/span>\u003c/p>\n\u003ch4>The Local History Blog Post\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This writing assignment will call upon students to create a 700-1000 word blog post that reveals something about local history and that relates to something the students learned about in their U.S. History class textbook. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1jC8gDMLGxYvD8Jyz7535o_9ii7hbwBLmdlhB6NkI17k/edit\">\u003cspan style=\"font-weight: 400\">Santa Monica’s Inkwell Beach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Chris W., Jason W. and Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/18a-UJXiproHmTihtfQZWxRhGN54VTh3xV4DQPqtas7k/edit?ts=5b0e379f#\">\u003cspan style=\"font-weight: 400\">The 1871 Chinese Massacre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Ellie K. and Mansi G.)\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1lRtfFgT3CYwGeOLrhId09hgKGnOFqy0I5GNkCzMmHDQ/\">\u003cspan style=\"font-weight: 400\">The Bunker Hill Tenement Flats of the 1930’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Elizabeth K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wq-frWh77jACnyZT-r6vaB70BrXVA0ZvjhkS2Pz9K6s/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Local History Blog Posts.\u003c/span>\u003c/p>\n\u003ch4>The Textbook Motivated Travel Log\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, right after school starts in the fall, I will ask my students to let me know if, at any point in the year, they plan to travel somewhere (regardless of the distance to be traveled). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the students have informed me of their travel plans, I will ask them if there is something in the textbook that relates to their travel plans. If so, I will then encourage them to tour/visit that “something” and describe both the section of the textbook that relates to their travel plans and whatever they toured/visited in a 500-750 word “travel log.” \u003c/span>\u003cspan style=\"font-weight: 400\">Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://medium.com/@tgin/my-visit-to-the-california-state-railroad-museum-9bd2c96f39c2\">\u003cspan style=\"font-weight: 400\">The Age of Railroads and My Tour of the California State Railroad Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Trenton G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Mn1yORHtYZPyQadL_5egaUQUlKII7GRNBzSMosTN5gk/edit?usp=sharing_eil&ts=5afc611c\">\u003cspan style=\"font-weight: 400\">The John F. Kennedy Assassination and My Tour of the Sixth Floor Book Depository Museum at Dealey Plaza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Kenzie F.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/15ctazO3jDN6qXp3nyA2-mSoOMa5U1nYx82VMQtgKhNU/edit?ts=5ae7af22\">\u003cspan style=\"font-weight: 400\">The Photographer and Muckraking Journalist Jacob Riis and Our Tour of the Lower East Side Tenement Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Brooke S. and Stevie P.) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>The Letter to the Next President\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I believe that a great way to teach U.S. History is for a teacher to try, whenever possible, to connect learning about the past to something significant in the present. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way for a teacher to do this is by providing his/her students with an opportunity to write a letter to the next president about a current event that connects to some topic that had just been taught. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I taught my students about the Bill of Rights at the start of the year, one of my students responded with a very strong desire to write the next president a letter in regards to the issue of control. Some examples: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://medium.com/@mbaldocchi_24305/an-open-letter-to-the-next-president-from-a-high-school-junior-wanting-you-to-speak-out-against-7ff1e2053049\">\u003cspan style=\"font-weight: 400\">Letter to the Next President — Speak Out Against the Lack of Gun Control.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Michael B.)\u003c/span>\u003c/li>\n\u003cli>Letter to the Next President – Speak out Against those Calling for Congress to Grant Statehood to Puerto Rico\u003c/li>\n\u003c/ol>\n\u003ch4>Other US History Teachers and Their Alternative Writing Assignments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently asked thousands of U.S. History teachers the extent to which they place ‘alternative writing assignments’ before their students. Some of the more interesting responses were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">When I was a student, nothing helped me become more skilled at writing history than learning about journalism — news reporting, in particular. I, therefore,\u003c/span>\u003cspan style=\"font-weight: 400\"> teach news writing to teach history. Click \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/news-writing-teaches-history-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for details.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students respond to one or more of the high-quality prompts found on the PBS \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/clw/#.WxKh-y-ZM_U\">\u003cspan style=\"font-weight: 400\">Writing in U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">There, one can find six interactive, self-paced lessons for high school students. Each lesson provides an immersive look at a key topic in U.S. history integrated with tools to develop writing skills. The website also includes lively illustrated lectures by historian Ben Weber, with these lectures supplemented by a range of primary source materials, including historical documents, photographs, cartoons, and artifacts.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my \u003c/span>\u003cspan style=\"font-weight: 400\">students write letters to President Wilson trying to convince him to join the allies in WWI.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students do a critical book reflection of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Jungle. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I also have them write a critical book review for a book of their choosing that describes some period of American history.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students write\u003c/span>\u003cspan style=\"font-weight: 400\"> a eulogy for Lincoln (with the eulogy written from the perspective of an assigned person.)”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students construct their own DBQ’s”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">“I have my students participate in the \u003c/span>\u003ca href=\"https://www.nhd.org/how-enter-contest\">\u003cspan style=\"font-weight: 400\">National History Day Contest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a history teacher and have placed before your students’ alternative writing assignment that you wish would have been mentioned in this article, please describe these assignments in the comment section below. I am especially interested in learning about assignments that students have produced digitally and are likely to impress college and university admissions officers.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003ci>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, I have placed a number of fairly standard writing assignments (DBQ’s, LEQ, and SAQ’s) before my students. But I didn’t stop there. I also placed before my students an ever-increasing number of alternative writing assignments. They included: \u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In Part 1 of this post, I described each of these writing assignments and included samples of student work. I also explained why I assigned this kind of work. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Here in Part 2, I will describe the challenges I faced in placing these writing assignments before my students. I will also describe the alternative writing assignments I plan to assign my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere have placed before their students.\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>The Challenges I Faced\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By far, the biggest challenge I faced was finding the time to grade all of the work. The truth is that I really struggled in this regard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several other major challenges I faced:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Finding myself in the position of having to teach students how to write. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for not spending enough time teaching the content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for calling upon my students to write historical fiction. Now and then, I heard the cry that I should only call upon my students to produce “academic writing” (aka the kind of writing that colleges will assign and that continually calls for students to offer up a claim, evidence, and analysis.).\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>What I Will Do Differently Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I will try to find someone in the community—ideally a retired English teacher, writer and/or editor—who would be willing to help me grade the writing. I will also search for a local college student willing to provide the needed support. If the Common Core State Standards expect me to assign more writing, I’m going to need some help grading it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will also heed the advice of fellow high school social studies teacher Scott Petri to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use technology to provide immediate whole class feedback (click \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wJMyvwjpm-s\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view an example of how this can be done).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Switch over to a \u003c/span>\u003ca href=\"https://www.edutopia.org/article/6-reasons-try-single-point-rubric\">\u003cspan style=\"font-weight: 400\">one-point rubric\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read award-winning journalist Wayne D’Orio’s \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2018/01/social-studies-dilemma-integrating-writing/\">\u003cspan style=\"font-weight: 400\">The Social Studies’ Dilemma: Integrating Writing Without Losing Focus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read history teacher David Cutler’s \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">To Teach Effective Writing, Model Effective Writing\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take a much closer look at Scott Petri’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003cspan style=\"font-weight: 400\">utomated Writing Feedback Programs can Help Teachers Coach Students How to Write.\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One other thing I will do differently next year – I will call upon my students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">respond\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to an even greater number of ‘alternative’ writing assignments, with each of these assignments described below. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(This past semester, I asked a few students to field-test these assignments. The results of these field-tests also appear below.)\u003c/span>\u003c/p>\n\u003ch4>The Local History Blog Post\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This writing assignment will call upon students to create a 700-1000 word blog post that reveals something about local history and that relates to something the students learned about in their U.S. History class textbook. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1jC8gDMLGxYvD8Jyz7535o_9ii7hbwBLmdlhB6NkI17k/edit\">\u003cspan style=\"font-weight: 400\">Santa Monica’s Inkwell Beach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Chris W., Jason W. and Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/18a-UJXiproHmTihtfQZWxRhGN54VTh3xV4DQPqtas7k/edit?ts=5b0e379f#\">\u003cspan style=\"font-weight: 400\">The 1871 Chinese Massacre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Ellie K. and Mansi G.)\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1lRtfFgT3CYwGeOLrhId09hgKGnOFqy0I5GNkCzMmHDQ/\">\u003cspan style=\"font-weight: 400\">The Bunker Hill Tenement Flats of the 1930’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Elizabeth K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wq-frWh77jACnyZT-r6vaB70BrXVA0ZvjhkS2Pz9K6s/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Local History Blog Posts.\u003c/span>\u003c/p>\n\u003ch4>The Textbook Motivated Travel Log\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, right after school starts in the fall, I will ask my students to let me know if, at any point in the year, they plan to travel somewhere (regardless of the distance to be traveled). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the students have informed me of their travel plans, I will ask them if there is something in the textbook that relates to their travel plans. If so, I will then encourage them to tour/visit that “something” and describe both the section of the textbook that relates to their travel plans and whatever they toured/visited in a 500-750 word “travel log.” \u003c/span>\u003cspan style=\"font-weight: 400\">Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://medium.com/@tgin/my-visit-to-the-california-state-railroad-museum-9bd2c96f39c2\">\u003cspan style=\"font-weight: 400\">The Age of Railroads and My Tour of the California State Railroad Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Trenton G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Mn1yORHtYZPyQadL_5egaUQUlKII7GRNBzSMosTN5gk/edit?usp=sharing_eil&ts=5afc611c\">\u003cspan style=\"font-weight: 400\">The John F. Kennedy Assassination and My Tour of the Sixth Floor Book Depository Museum at Dealey Plaza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Kenzie F.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/15ctazO3jDN6qXp3nyA2-mSoOMa5U1nYx82VMQtgKhNU/edit?ts=5ae7af22\">\u003cspan style=\"font-weight: 400\">The Photographer and Muckraking Journalist Jacob Riis and Our Tour of the Lower East Side Tenement Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Brooke S. and Stevie P.) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>The Letter to the Next President\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I believe that a great way to teach U.S. History is for a teacher to try, whenever possible, to connect learning about the past to something significant in the present. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way for a teacher to do this is by providing his/her students with an opportunity to write a letter to the next president about a current event that connects to some topic that had just been taught. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I taught my students about the Bill of Rights at the start of the year, one of my students responded with a very strong desire to write the next president a letter in regards to the issue of control. Some examples: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://medium.com/@mbaldocchi_24305/an-open-letter-to-the-next-president-from-a-high-school-junior-wanting-you-to-speak-out-against-7ff1e2053049\">\u003cspan style=\"font-weight: 400\">Letter to the Next President — Speak Out Against the Lack of Gun Control.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Michael B.)\u003c/span>\u003c/li>\n\u003cli>Letter to the Next President – Speak out Against those Calling for Congress to Grant Statehood to Puerto Rico\u003c/li>\n\u003c/ol>\n\u003ch4>Other US History Teachers and Their Alternative Writing Assignments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently asked thousands of U.S. History teachers the extent to which they place ‘alternative writing assignments’ before their students. Some of the more interesting responses were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">When I was a student, nothing helped me become more skilled at writing history than learning about journalism — news reporting, in particular. I, therefore,\u003c/span>\u003cspan style=\"font-weight: 400\"> teach news writing to teach history. Click \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/news-writing-teaches-history-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for details.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students respond to one or more of the high-quality prompts found on the PBS \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/clw/#.WxKh-y-ZM_U\">\u003cspan style=\"font-weight: 400\">Writing in U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">There, one can find six interactive, self-paced lessons for high school students. Each lesson provides an immersive look at a key topic in U.S. history integrated with tools to develop writing skills. The website also includes lively illustrated lectures by historian Ben Weber, with these lectures supplemented by a range of primary source materials, including historical documents, photographs, cartoons, and artifacts.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my \u003c/span>\u003cspan style=\"font-weight: 400\">students write letters to President Wilson trying to convince him to join the allies in WWI.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students do a critical book reflection of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Jungle. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I also have them write a critical book review for a book of their choosing that describes some period of American history.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students write\u003c/span>\u003cspan style=\"font-weight: 400\"> a eulogy for Lincoln (with the eulogy written from the perspective of an assigned person.)”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students construct their own DBQ’s”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">“I have my students participate in the \u003c/span>\u003ca href=\"https://www.nhd.org/how-enter-contest\">\u003cspan style=\"font-weight: 400\">National History Day Contest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a history teacher and have placed before your students’ alternative writing assignment that you wish would have been mentioned in this article, please describe these assignments in the comment section below. I am especially interested in learning about assignments that students have produced digitally and are likely to impress college and university admissions officers.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1)",
"headTitle": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1) | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eW3RYIW8jH78ceCeaJUCKuqeKGTU6j40S7a1mArSDLU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a classic DBQ question. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The LEQ (long-essay-question) is an essay question that calls upon students to develop and support an ‘argument’ without the aid of any provided historical source material as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KE9a3jMC-Q46B2sv35wpLYoFPE9-85OrbpCedLNnKGE/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view some typical LEQ’s along with some \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> responses. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The SAQ (short-answer-question) calls upon students to answer three questions pertaining to the same topic, with each question to be answered briefly, specifically, and accurately and in far fewer sentences than a DBQ or LEQ. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/12o2NBbLSyrS0y-dDTnRqAJchqaGNlF9w4IeXCt30oeU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view ten different SAQ prompts.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the Common Core Standards rolled out, I too placed an ever-increasing number of DBQ’s, LEQ’s and SAQ’s before my students. But I didn’t stop there. I also wanted my students to experience other types of U.S. History class writing assignments. They included: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">See below for a definition of each; samples of student work included. But first, let me explain:\u003c/span>\u003c/p>\n\u003ch4>Why I Did This?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wanted my students to tackle these alternative writing assignments in order to help them: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acquire an in-depth understanding of history. I simply believe that a great way for students to do this is to write about it.. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Develop a passion for writing about history. \u003c/span>\u003cspan style=\"font-weight: 400\"> I know few students who developed a passion for writing about history when only called upon to answer the typical DBQ, LAQ and/or SEQ. Those kinds of writing assignments, in fact, seem to cause students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lose\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> interest in history. With my alternative writing assignments, I’m hoping to have the opposite effect.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write something original rather than something copied off the internet, which is what typically happens with the DBQ, LEQ, or SAQ as the internet is flooded with answers to these kinds of questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write about something that might actually have an impact on others, whether that’s someone in the community or a college/university admissions officer.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Make the learning of history more relevant and engaging.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also did this because I found support for my alternative writing assignments in the Common Core State Standards. The standards encourage the incorporation of writing assignments that call upon students to (1) write for a range of tasks, purposes, and audience, (2) develop real or imagined experiences or events, (3) make use of technology to produce, publish, and update their writings, and (4) work alone, (individually) and in groups (shared). \u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003c/b>\u003c/p>\n\u003ch4>The Historical Fiction Letter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assignment, students were asked to write a letter to the class describing an important day in American history as told from the perspective of someone who was there to experience it, with the letter-writer assuming that he/she was between the age of 18-25 when the letter was written. Letter-writers also had to keep their letters between the 500-1000 word range\u003c/span>\u003cspan style=\"font-weight: 400\">. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19ZYGXF5FIF_myaeJI0-qAWn1roEV-xKLTkXb_CQh-xM/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Sinking of the USS St. Lo (\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Patrick M.) For this le\u003c/span>\u003cspan style=\"font-weight: 400\">tter, Patrick assumed that he was a gunner’s mate (anti-aircraft gun operator) aboard the USS St. Lo on the day the St. Lo was sunk as a result of a kamikaze attack during the Battle off Samar (October 28, 1944.) Patrick further assumed that he was writing his letter after having been fished out of the water and while recovering aboard the USS Dennis, en route to San Francisco from Palaus. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1C0jQDoHX3_G0yy0XN_pkD5abXjDmTJidg-S2Fu9GtNU/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Tet Offensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Mansi G.) For this letter, Mansi assumed that she was a US Marine stationed in Saigon at the U.S. Embassy during the winter of 1968. Mansi further assumed that she was writing her letter on February 2, 1968, the day after the start of the Tet Offensive, and while recovering from having taken a shot to the leg during the attack on the embassy.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1XK4VuokdBODzrQ2rcgKqG1-KhptNZubexfsCtXZ0Pls/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Berlin Airlift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Nick E.) For this letter, Nick assumed that he was a 25-year-old United States Air Force Second Lieutenant at the time of the Berlin Airlift. He further assumed that he was writing his letter on the morning of July 4, 1948, while sitting right seat in a plane that was flying back to Germany’s Rhein-Main Air Base shortly after having dropped off a load of supplies over the city of Berlin.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students said they liked working on this assignment. “It helped bring history to life,” said one. Regardless, I got some of the most creative–and accurate–writing of the year. And it was a lot more interesting to read than an essay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1F8PwZgkMTxb6dzbua-sJBzh4r8Rcp0t1oOgxKt3JOKc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Fiction Letters.\u003c/span>\u003c/p>\n\u003ch4>The Historical Figure Twitter Parody Account\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this writing assignment, students needed to take on the persona of a famous and long-gone\u003c/span> \u003cspan style=\"font-weight: 400\">figure in American history who has come back to life in 2018. Students then needed to create a Twitter account in this person’s name, with the expectation that the students would only Tweet about things that revealed something important about their historical figure. Additionally, students were encouraged to include an image of some sort with every single Tweet. Tweets challenge students to summarize while also engaging their audience. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/RParks_Parody\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Tessa W., Dina W., Stella Y.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChurchillParody\">\u003cspan style=\"font-weight: 400\">Winston Churchill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R., Chris W., Jason W.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/the911angel\">\u003cspan style=\"font-weight: 400\">Clara Barton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Victoria T., Elina H.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student reaction to this assignment was mixed. Some appeared to really enjoy the work. Others struggled with the call to develop this kind of imagined experience. In any event, I was impressed with how the students combined their ability to think creatively and critically to deliver all-important content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1zf-0Y5JomJBhdVWEs9hQrR-YYYvUczuzDid6NRxIUZc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Figure Twitter Parody Accounts. \u003c/span>\u003c/p>\n\u003ch4>The Student Produced Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted. I hoped this assignment would encourage my students to learn to ask questions about history, rather than simply searching for answers to questions about history. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1JHhTywepMVLIDe_XYkPTPe3nMZXVhrKbBM-DoBgWGh8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Politics and the Roaring Twenties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Jason C., Spencer D., Leo W.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1GmTXNUy4J7CiYFmy4RzdI0CsIsnnV-X9yMRlFjxQjYo/edit\">\u003cspan style=\"font-weight: 400\">The Progressive Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Brian W., Noelle G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13YAkGV6XyazdAe-uC5HqQq-YVVnrAJqXvozOSlKuUBM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Exploration and the Colonial Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> / Noah L., Tony T.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response. But anything less I would have found troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the outside looking in, I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Student Produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Mini-BRIA\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://www.crf-usa.org/bill-of-rights-in-action/archives\">\u003cspan style=\"font-weight: 400\">BRIA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a four-page document – produced by the \u003c/span>\u003ca href=\"http://www.crf-usa.org/\">\u003cspan style=\"font-weight: 400\">Constitutional Rights Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – that provides high school students with a detailed description of a significant topic related to U.S History\u003c/span>\u003cspan style=\"font-weight: 400\">. I asked my students to write a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mini\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">-BRIA, a two-page document (modeled after the CRF’s four-page BRIA’s) that would thoroughly explain some topic related to U.S. History. \u003c/span>\u003cspan style=\"font-weight: 400\">By creating these mini-BRIAs, students are given an opportunity to write something that will be read by their peers in U.S. History classrooms throughout the country. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1ShaIqtAeWEWOi2_97wdr3w2f3tF0RpGOAO3uwgmg42g/edit?ts=5ad7a98f\">\u003cspan style=\"font-weight: 400\">The Cleanup of the Deepwater Horizon Oil Spill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Abigail S.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1SooJXev-pWd11njM-mvQuAHVsnwknilzU22UQfLbk1E/edit?ts=5ad7629b\">\u003cspan style=\"font-weight: 400\">The People’s Climate March\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19D4Eg0OtrYu6ZlRlJpfskza-JYDRusWof_25k_F8f6U/edit?ts=5ad75212\">\u003cspan style=\"font-weight: 400\">The Establishment of the California Condor Recovery Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Chloe K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked working on this project. Many reported to me that they especially liked the ability to write about a topic of their choosing. Giving students this choice no doubt had a positive impact on student motivation. They surely worked many hours on this assignment and while in-class engaged in endless hours of reflection and revision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1mxaUGC9JnHN1tdp_50q750JjOeN-M1GqRi2Y3aRQdnw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Mini-BRIA’s.\u003c/span>\u003c/p>\n\u003ch4>Part II\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Part II of this post, I will describe the challenges I faced in placing these alternative writing assignments before my students. I will also describe the alternative writing assignments I plan to place before my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere (AP U.S. History teachers included) place before their students.\u003c/span>\u003c/p>\n\n",
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"description": "Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students. The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence.",
"title": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1) | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eW3RYIW8jH78ceCeaJUCKuqeKGTU6j40S7a1mArSDLU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a classic DBQ question. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The LEQ (long-essay-question) is an essay question that calls upon students to develop and support an ‘argument’ without the aid of any provided historical source material as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KE9a3jMC-Q46B2sv35wpLYoFPE9-85OrbpCedLNnKGE/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view some typical LEQ’s along with some \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> responses. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The SAQ (short-answer-question) calls upon students to answer three questions pertaining to the same topic, with each question to be answered briefly, specifically, and accurately and in far fewer sentences than a DBQ or LEQ. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/12o2NBbLSyrS0y-dDTnRqAJchqaGNlF9w4IeXCt30oeU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view ten different SAQ prompts.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the Common Core Standards rolled out, I too placed an ever-increasing number of DBQ’s, LEQ’s and SAQ’s before my students. But I didn’t stop there. I also wanted my students to experience other types of U.S. History class writing assignments. They included: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">See below for a definition of each; samples of student work included. But first, let me explain:\u003c/span>\u003c/p>\n\u003ch4>Why I Did This?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wanted my students to tackle these alternative writing assignments in order to help them: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acquire an in-depth understanding of history. I simply believe that a great way for students to do this is to write about it.. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Develop a passion for writing about history. \u003c/span>\u003cspan style=\"font-weight: 400\"> I know few students who developed a passion for writing about history when only called upon to answer the typical DBQ, LAQ and/or SEQ. Those kinds of writing assignments, in fact, seem to cause students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lose\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> interest in history. With my alternative writing assignments, I’m hoping to have the opposite effect.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write something original rather than something copied off the internet, which is what typically happens with the DBQ, LEQ, or SAQ as the internet is flooded with answers to these kinds of questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write about something that might actually have an impact on others, whether that’s someone in the community or a college/university admissions officer.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Make the learning of history more relevant and engaging.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also did this because I found support for my alternative writing assignments in the Common Core State Standards. The standards encourage the incorporation of writing assignments that call upon students to (1) write for a range of tasks, purposes, and audience, (2) develop real or imagined experiences or events, (3) make use of technology to produce, publish, and update their writings, and (4) work alone, (individually) and in groups (shared). \u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003c/b>\u003c/p>\n\u003ch4>The Historical Fiction Letter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assignment, students were asked to write a letter to the class describing an important day in American history as told from the perspective of someone who was there to experience it, with the letter-writer assuming that he/she was between the age of 18-25 when the letter was written. Letter-writers also had to keep their letters between the 500-1000 word range\u003c/span>\u003cspan style=\"font-weight: 400\">. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19ZYGXF5FIF_myaeJI0-qAWn1roEV-xKLTkXb_CQh-xM/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Sinking of the USS St. Lo (\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Patrick M.) For this le\u003c/span>\u003cspan style=\"font-weight: 400\">tter, Patrick assumed that he was a gunner’s mate (anti-aircraft gun operator) aboard the USS St. Lo on the day the St. Lo was sunk as a result of a kamikaze attack during the Battle off Samar (October 28, 1944.) Patrick further assumed that he was writing his letter after having been fished out of the water and while recovering aboard the USS Dennis, en route to San Francisco from Palaus. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1C0jQDoHX3_G0yy0XN_pkD5abXjDmTJidg-S2Fu9GtNU/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Tet Offensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Mansi G.) For this letter, Mansi assumed that she was a US Marine stationed in Saigon at the U.S. Embassy during the winter of 1968. Mansi further assumed that she was writing her letter on February 2, 1968, the day after the start of the Tet Offensive, and while recovering from having taken a shot to the leg during the attack on the embassy.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1XK4VuokdBODzrQ2rcgKqG1-KhptNZubexfsCtXZ0Pls/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Berlin Airlift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Nick E.) For this letter, Nick assumed that he was a 25-year-old United States Air Force Second Lieutenant at the time of the Berlin Airlift. He further assumed that he was writing his letter on the morning of July 4, 1948, while sitting right seat in a plane that was flying back to Germany’s Rhein-Main Air Base shortly after having dropped off a load of supplies over the city of Berlin.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students said they liked working on this assignment. “It helped bring history to life,” said one. Regardless, I got some of the most creative–and accurate–writing of the year. And it was a lot more interesting to read than an essay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1F8PwZgkMTxb6dzbua-sJBzh4r8Rcp0t1oOgxKt3JOKc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Fiction Letters.\u003c/span>\u003c/p>\n\u003ch4>The Historical Figure Twitter Parody Account\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this writing assignment, students needed to take on the persona of a famous and long-gone\u003c/span> \u003cspan style=\"font-weight: 400\">figure in American history who has come back to life in 2018. Students then needed to create a Twitter account in this person’s name, with the expectation that the students would only Tweet about things that revealed something important about their historical figure. Additionally, students were encouraged to include an image of some sort with every single Tweet. Tweets challenge students to summarize while also engaging their audience. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/RParks_Parody\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Tessa W., Dina W., Stella Y.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChurchillParody\">\u003cspan style=\"font-weight: 400\">Winston Churchill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R., Chris W., Jason W.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/the911angel\">\u003cspan style=\"font-weight: 400\">Clara Barton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Victoria T., Elina H.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student reaction to this assignment was mixed. Some appeared to really enjoy the work. Others struggled with the call to develop this kind of imagined experience. In any event, I was impressed with how the students combined their ability to think creatively and critically to deliver all-important content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1zf-0Y5JomJBhdVWEs9hQrR-YYYvUczuzDid6NRxIUZc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Figure Twitter Parody Accounts. \u003c/span>\u003c/p>\n\u003ch4>The Student Produced Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted. I hoped this assignment would encourage my students to learn to ask questions about history, rather than simply searching for answers to questions about history. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1JHhTywepMVLIDe_XYkPTPe3nMZXVhrKbBM-DoBgWGh8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Politics and the Roaring Twenties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Jason C., Spencer D., Leo W.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1GmTXNUy4J7CiYFmy4RzdI0CsIsnnV-X9yMRlFjxQjYo/edit\">\u003cspan style=\"font-weight: 400\">The Progressive Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Brian W., Noelle G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13YAkGV6XyazdAe-uC5HqQq-YVVnrAJqXvozOSlKuUBM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Exploration and the Colonial Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> / Noah L., Tony T.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response. But anything less I would have found troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the outside looking in, I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Student Produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Mini-BRIA\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://www.crf-usa.org/bill-of-rights-in-action/archives\">\u003cspan style=\"font-weight: 400\">BRIA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a four-page document – produced by the \u003c/span>\u003ca href=\"http://www.crf-usa.org/\">\u003cspan style=\"font-weight: 400\">Constitutional Rights Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – that provides high school students with a detailed description of a significant topic related to U.S History\u003c/span>\u003cspan style=\"font-weight: 400\">. I asked my students to write a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mini\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">-BRIA, a two-page document (modeled after the CRF’s four-page BRIA’s) that would thoroughly explain some topic related to U.S. History. \u003c/span>\u003cspan style=\"font-weight: 400\">By creating these mini-BRIAs, students are given an opportunity to write something that will be read by their peers in U.S. History classrooms throughout the country. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1ShaIqtAeWEWOi2_97wdr3w2f3tF0RpGOAO3uwgmg42g/edit?ts=5ad7a98f\">\u003cspan style=\"font-weight: 400\">The Cleanup of the Deepwater Horizon Oil Spill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Abigail S.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1SooJXev-pWd11njM-mvQuAHVsnwknilzU22UQfLbk1E/edit?ts=5ad7629b\">\u003cspan style=\"font-weight: 400\">The People’s Climate March\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19D4Eg0OtrYu6ZlRlJpfskza-JYDRusWof_25k_F8f6U/edit?ts=5ad75212\">\u003cspan style=\"font-weight: 400\">The Establishment of the California Condor Recovery Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Chloe K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked working on this project. Many reported to me that they especially liked the ability to write about a topic of their choosing. Giving students this choice no doubt had a positive impact on student motivation. They surely worked many hours on this assignment and while in-class engaged in endless hours of reflection and revision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1mxaUGC9JnHN1tdp_50q750JjOeN-M1GqRi2Y3aRQdnw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Mini-BRIA’s.\u003c/span>\u003c/p>\n\u003ch4>Part II\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Part II of this post, I will describe the challenges I faced in placing these alternative writing assignments before my students. I will also describe the alternative writing assignments I plan to place before my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere (AP U.S. History teachers included) place before their students.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "It’s PD Time! Summer School for Teachers | KQED",
"content": "\u003cp> \u003c/p>\n\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does the word “summer” mean to you as an educator? Maybe it means teaching summer school or working another job. Perhaps it might include days lounging by the water, binge-watching favorite shows or squeezing in a vacation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you’re like most educators I know, we also take this time to reflect on the past school year, plan for the next one, and seek professional development opportunities to improve our teaching. In other words, it means attending teacher summer school. For those who are ready to dive back into school as a student, I’ve curated a number of awesome learning opportunities for you to consider.\u003c/span>\u003c/p>\n\u003ch4>Casual Attire Only\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an Internet connection, there’s no need to dress up when you’re seeking professional development from the comfort of your own home.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is the place to go if you want to amp up your presentation design, start blogging, create infographics, build interactive maps and learn many other terrific media-making skills. KQED Teach offers free online courses to help you acquire new skills or improve existing one.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=6s\u003c/p>\n\u003cp>\u003ca href=\"https://edutrainingcenter.withgoogle.com/training\">\u003cspan style=\"font-weight: 400\">Google for Education Training Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Want to really become a G Suite expert, learn more about digital citizenship or reach learners of all ability levels? Google’s got you covered with its free online resources. This training center has self-pacing courses for educators of all ability levels. After completing the Fundamental Training or Advanced Training courses, you can also prove your proficiency and become a Google Certified Educator after passing their exam.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Sometimes you need professional learning in small bursts, and Twitter is the perfect online space for this purpose. Twitter isn’t just for celebrities. It’s the social media platform of choice for many educators who want to learn, grow, and connect with others. The key to making Twitter work for you is to create a network of like-mind professionals who you respect and to seek out topics (which are organized by hashtags) that interest you. To learn how to get started, read my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/03/15/how-social-media-helped-me-become-a-better-educator/\">\u003cspan style=\"font-weight: 400\">How Sharing on Social Media Helped Me Become a Better Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch4>California Dreamin’\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re based in California, or just want to spend some time in our lovely golden state, then there are a few outstanding conferences from which to choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://arcadiainnovationsummit.ausd.net/\">\u003cspan style=\"font-weight: 400\">Arcadia Innovation Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: If you’re planning to be in SoCal on June 22, then you don’t want to miss this fantastic free conference. Hosted by Arcadia Unified School District \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> where they passionately believe that collaboration and sharing benefits everyone \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> they have opened up their doors to anyone who wishes to come together and learn. Sessions are led by educators who willingly and voluntarily share their best practices.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: On July 27, thousands of educators from across the state of California will join together to learn and network with each other. Best of all, you don’t have to go far to find the venue closest to you. With over 30+ locations to choose from, no other conference has this much reach and convenience. This year’s theme is “Meeting the Needs of Every Student.”\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530131 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png\" width=\"640\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-800x333.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-768x320.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1180x492.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-960x400.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-375x156.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-520x217.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cue.org/rockstar\">\u003cspan style=\"font-weight: 400\">CUE Rock Star Camps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is probably the only professional learning event you can attend this summer where each session is designed to have an average number of ten participants. Purposely kept small to foster camaraderie and encourage networking, this hands-on “make it, take it” camp will leave your head spinning with powerful ideas that you can’t wait to implement in the coming school year.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/J5kNqxA_63I\u003c/p>\n\u003ch4>Global Reach\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are two great options for those who want to meet and learn from educators from across the country and even across the globe.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Summits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: These conferences focus on how to use G Suite for Education and other Google Tools to inspire learning in students. Each one is a high-energy, two-day event that will challenge you to grow as an educator and electrify your teaching skills. It won’t be difficult to find a global summit near you, no matter where you are around the world.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/DjD2t1a19ro\u003c/p>\n\u003cp>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: ISTE describes their annual conference as the “Epicenter of EdTech,” and they aren’t exaggerating. Last year, ISTE had “over 20,000 people from 72 countries” attend this mind-blowing event. This year, they’ve scheduled almost 1,200 sessions, and you will leave with your head full of ideas and your heart full of inspiration. The dates for this conference is June 24–27.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/zTGKWWDi4JA\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you can’t attend ISTE, don’t despair. Every year, educators who attend the conference post what they’ve learned on Twitter using the hashtag for that particular year. So keep your eye on \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23iste18&src=typd\">\u003cspan style=\"font-weight: 400\">#ISTE18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> once the event takes off. Additionally, those who aren’t at ISTE also join the online conversation from home and gladly share their ideas with this alternative hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23notatiste&src=typd\">\u003cspan style=\"font-weight: 400\">#notatiste\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Recess Time\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of which learning opportunities you pursue, do take the time to reflect and recharge your batteries. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have a wonderful summer break, and I hope to connect with you on Twitter or at one of the conferences listed above!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does the word “summer” mean to you as an educator? Maybe it means teaching summer school or working another job. Perhaps it might include days lounging by the water, binge-watching favorite shows or squeezing in a vacation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you’re like most educators I know, we also take this time to reflect on the past school year, plan for the next one, and seek professional development opportunities to improve our teaching. In other words, it means attending teacher summer school. For those who are ready to dive back into school as a student, I’ve curated a number of awesome learning opportunities for you to consider.\u003c/span>\u003c/p>\n\u003ch4>Casual Attire Only\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an Internet connection, there’s no need to dress up when you’re seeking professional development from the comfort of your own home.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is the place to go if you want to amp up your presentation design, start blogging, create infographics, build interactive maps and learn many other terrific media-making skills. KQED Teach offers free online courses to help you acquire new skills or improve existing one.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Hij6bZ7q-QI'\n title='//www.youtube.com/embed/Hij6bZ7q-QI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://edutrainingcenter.withgoogle.com/training\">\u003cspan style=\"font-weight: 400\">Google for Education Training Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Want to really become a G Suite expert, learn more about digital citizenship or reach learners of all ability levels? Google’s got you covered with its free online resources. This training center has self-pacing courses for educators of all ability levels. After completing the Fundamental Training or Advanced Training courses, you can also prove your proficiency and become a Google Certified Educator after passing their exam.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Sometimes you need professional learning in small bursts, and Twitter is the perfect online space for this purpose. Twitter isn’t just for celebrities. It’s the social media platform of choice for many educators who want to learn, grow, and connect with others. The key to making Twitter work for you is to create a network of like-mind professionals who you respect and to seek out topics (which are organized by hashtags) that interest you. To learn how to get started, read my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/03/15/how-social-media-helped-me-become-a-better-educator/\">\u003cspan style=\"font-weight: 400\">How Sharing on Social Media Helped Me Become a Better Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch4>California Dreamin’\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re based in California, or just want to spend some time in our lovely golden state, then there are a few outstanding conferences from which to choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://arcadiainnovationsummit.ausd.net/\">\u003cspan style=\"font-weight: 400\">Arcadia Innovation Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: If you’re planning to be in SoCal on June 22, then you don’t want to miss this fantastic free conference. Hosted by Arcadia Unified School District \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> where they passionately believe that collaboration and sharing benefits everyone \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> they have opened up their doors to anyone who wishes to come together and learn. Sessions are led by educators who willingly and voluntarily share their best practices.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: On July 27, thousands of educators from across the state of California will join together to learn and network with each other. Best of all, you don’t have to go far to find the venue closest to you. With over 30+ locations to choose from, no other conference has this much reach and convenience. This year’s theme is “Meeting the Needs of Every Student.”\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530131 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png\" width=\"640\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-800x333.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-768x320.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1180x492.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-960x400.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-375x156.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-520x217.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cue.org/rockstar\">\u003cspan style=\"font-weight: 400\">CUE Rock Star Camps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is probably the only professional learning event you can attend this summer where each session is designed to have an average number of ten participants. Purposely kept small to foster camaraderie and encourage networking, this hands-on “make it, take it” camp will leave your head spinning with powerful ideas that you can’t wait to implement in the coming school year.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/J5kNqxA_63I'\n title='//www.youtube.com/embed/J5kNqxA_63I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>Global Reach\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are two great options for those who want to meet and learn from educators from across the country and even across the globe.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Summits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: These conferences focus on how to use G Suite for Education and other Google Tools to inspire learning in students. Each one is a high-energy, two-day event that will challenge you to grow as an educator and electrify your teaching skills. It won’t be difficult to find a global summit near you, no matter where you are around the world.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DjD2t1a19ro'\n title='//www.youtube.com/embed/DjD2t1a19ro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: ISTE describes their annual conference as the “Epicenter of EdTech,” and they aren’t exaggerating. Last year, ISTE had “over 20,000 people from 72 countries” attend this mind-blowing event. This year, they’ve scheduled almost 1,200 sessions, and you will leave with your head full of ideas and your heart full of inspiration. The dates for this conference is June 24–27.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zTGKWWDi4JA'\n title='//www.youtube.com/embed/zTGKWWDi4JA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">However, if you can’t attend ISTE, don’t despair. Every year, educators who attend the conference post what they’ve learned on Twitter using the hashtag for that particular year. So keep your eye on \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23iste18&src=typd\">\u003cspan style=\"font-weight: 400\">#ISTE18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> once the event takes off. Additionally, those who aren’t at ISTE also join the online conversation from home and gladly share their ideas with this alternative hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23notatiste&src=typd\">\u003cspan style=\"font-weight: 400\">#notatiste\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Recess Time\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of which learning opportunities you pursue, do take the time to reflect and recharge your batteries. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have a wonderful summer break, and I hope to connect with you on Twitter or at one of the conferences listed above!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The new PBS series\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/home/\"> \u003cspan style=\"font-weight: 400\">The Great American Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> premieres on Tuesday, May 22nd. Tune in at 8:00 p.m. PT to join host Meredith Vieira in a national conversation about America’s favorite books. In the meantime, check out this\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/books/#/\"> \u003cspan style=\"font-weight: 400\">list of America’s 100 most-loved books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in your classroom and introduce students to books such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and more. Use the corresponding \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/collection/great-american-read/#.WvSuxLdKvIU\">\u003cspan style=\"font-weight: 400\">lesson plan collection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from PBS Learning Media to help students think about how these books have shaped our diverse nation and our shared human experience.\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Featured Resources:\u003c/strong> \u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/theireyeswerewatchinggodznhurston/#.WvSzQ7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these documentary clips, lesson plans and primary sources to introduce students to the importance of symbolism, characterization and magical realism in Zora Neale Hurston’s novel\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/greatgatsbyfsfitzgerald/#.WvSzM7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore the role of character development and narrative perspective in F. Scott Fitzgerald’s book\u003c/span>\u003cspan style=\"font-weight: 400\"> with these literary analysis tools, videos and primary sources. Encourage students to consider how the social and political tensions of the Roaring Twenties might connect to current events. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/tokillamockingbirdharperlee/#.WvSzW7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these videos, lesson plans and primary sources to explore the importance of setting and character in Harper Lee’s novel\u003c/span>\u003cspan style=\"font-weight: 400\">, which explores issues of race, class and gender in the American South. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/grapesofwrathjsteinbeck/#.WvSzIrdKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce students to the history of the Dust Bowl with these videos, excerpts and primary sources about John Steinbeck’s book. \u003c/span>\u003cspan style=\"font-weight: 400\">Help students consider literary devices like setting and theme as they follow the Joad family’s search for the American Dream during the depths of the Great Depression. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"title": "My Design Lab Class: A Digital Maker Space",
"headTitle": "My Design Lab Class: A Digital Maker Space | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2013, I wrote a \u003c/span>\u003ca href=\"https://laurabradley.me/2013/04/21/whats-up-in-digital-media-class/\">\u003cspan style=\"font-weight: 400\">brief blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about a new technology elective class I had created. At that time the class was called Digital Media, but over the years it has evolved into a digital maker space we call Design Lab. It has been five years since that blog post and I am still receiving emails from teachers who have questions about my Design Lab class. How does this class work? What kinds of programs do you use? What are the assignments? How is the class organized? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So here it is: a crash course on my middle school Design Lab class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started by gathering resources from conferences: the \u003c/span>\u003ca href=\"http://spring.cue.org/\">\u003cspan style=\"font-weight: 400\">CUE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and an \u003c/span>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Google Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I knew our budget was lean, so I focused on free programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These conferences opened my eyes to the wide variety of digital programs available online for free. I wanted my students to be able to choose which of these programs they would like to use, rather than me teaching one program to all of them at the same time. Similar to my English class, where students choose the books they read and the topics they write about, I knew students would be more engaged in and enthusiastic about their work if they could make these choices themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To facilitate this student-centered classroom, I created a website with a page for each project option. I added video tutorials so my students could work at their own pace. The new \u003c/span>\u003ca href=\"https://gsuite.google.com/learning-center/products/sites/get-started/#!/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes it easy to build a class hub and embed just about anything our students need (click image below to view our site).\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://sites.google.com/petk12.org/designlab/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530067 size-medium aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png\" width=\"800\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-160x66.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-768x317.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1020x422.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1200x496.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1920x794.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1180x488.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-960x397.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-240x99.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-375x155.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-520x215.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most days my students work on projects that they have chosen, and they decide when they are ready to turn in their final work and move on to their next project. Some students work on one detailed project for a month or more, while other students complete a new project every week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year a group of boys formed their own company and spent an entire year teaching themselves \u003c/span>\u003ca href=\"https://youtu.be/V7xPOYQy66c\">\u003cspan style=\"font-weight: 400\">how to code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they could design, code and market their own app game. \u003c/span>\u003c/p>\n\u003cp>Another student produced over a dozen \u003ca href=\"https://youtu.be/p-lOU9sw4w0\" target=\"_blank\" rel=\"noopener\">stop-motion animations\u003c/a> with \u003ca href=\"https://www.stykz.net/downloads/\" target=\"_blank\" rel=\"noopener\">Stykz\u003c/a>, while her friend drew \u003ca href=\"https://youtu.be/LtrGWjlRc-8\" target=\"_blank\" rel=\"noopener\">cartoon animations\u003c/a> with \u003ca href=\"http://www.pencil2d.org/\" target=\"_blank\" rel=\"noopener\">Pencil2D\u003c/a>.\u003c/p>\n\u003cp>https://youtu.be/p-lOU9sw4w0\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another student spent months using \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to code \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/134441694/#fullscreen\">\u003cspan style=\"font-weight: 400\">this calculator program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which he revised every time he learned a new math concept.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are given the freedom (and responsibility) to choose and manage their own projects, they discover that with enough time and access to resources, they can learn anything. If I hear a student say, “That’ll take forever to learn,” I remind them that they have 90 minutes every other day for a whole semester, so why not give it a try? This freedom also allows students to abandon a project if they decide it isn’t working for them. A lot of valuable learning still happens, even if they decide to move on to another project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530058 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png\" width=\"640\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png 729w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-520x393.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since most of our time is spent working on individual projects, we start each class period with a shared experience. We might watch a career-related video \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/search/?q=careers&selected_facets=&selected_facets=\">\u003cspan style=\"font-weight: 400\">from PBS Learning Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or one that shows the powerful potential of the programs they are using, like these 3D-printed \u003c/span>\u003ca href=\"https://youtu.be/wCzS2FZoB-I\">\u003cspan style=\"font-weight: 400\">houses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/jSjW-EgKOhk\">\u003cspan style=\"font-weight: 400\">body parts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some days we watch a \u003c/span>\u003ca href=\"http://www.algodoo.com/learn-it/\">\u003cspan style=\"font-weight: 400\">new tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> together, and often we start class by looking at a student’s project and hearing what they have learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing the workflow of 32 students working on 32 different projects at their own pace was a new challenge for this veteran English teacher. I decided to set up a system where students would submit a \u003c/span>\u003ca href=\"https://goo.gl/forms/I97pt9WTFOmNRAKh2\">\u003cspan style=\"font-weight: 400\">project proposal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to let me know what they planned to make, and when they were finished, they would answer \u003c/span>\u003ca href=\"https://goo.gl/forms/nSd1VzO0So0PFDCr1\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their work. (The \u003c/span>\u003ca href=\"https://learningrenaissance.files.wordpress.com/2015/05/edutopia-stw-replicatingpbl-reflection-questions.pdf\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come from \u003c/span>\u003cspan style=\"font-weight: 400\">Whitfield Career Academy’s 21st Century Learning Academy, which adapted them from High Tech High in San Diego.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing a project, my students choose to answer one of each kind of reflection question: backward-looking, inward-looking, outward-looking and forward-looking. This work helps students identify what they learned, better understand how they work through difficulties, and reinforces the many new skills they have developed throughout each project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I embedded these \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on our website for easy access, and the students complete them as needed for their projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another step in completing a project is to add it to their digital portfolio (also a Google Site), along with a paragraph about the project. \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cspan style=\"font-weight: 400\">This portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work builds my students’ skills in digital literacy, as well as writing and graphic design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530074 size-large aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png\" width=\"640\" height=\"343\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-800x429.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-768x411.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1200x643.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1180x632.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-960x514.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-375x201.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-520x279.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM.png 1258w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After experimenting with a variety of programs over the past five years, we now offer these free options, which we have downloaded on our classroom computers:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.algodoo.com/\">\u003cspan style=\"font-weight: 400\">Algodoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for physics simulations and game design\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.alice.org/\">\u003cspan style=\"font-weight: 400\">Alice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.blender.org/\">\u003cspan style=\"font-weight: 400\">Blender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling and animations \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pencil2d.org/\">\u003cspan style=\"font-weight: 400\">Pencil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for drawing and stop-motion animations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://pixologic.com/sculptris/\">\u003cspan style=\"font-weight: 400\">Sculptris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D sculpting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.stykz.net/index.php\">\u003cspan style=\"font-weight: 400\">Stykz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for stick figure stop-motion animation \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also use free online programs, which work well with Chromebooks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/0Ve54FcztDA\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for cartoon portraits\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.google.com/maps/d/u/0/\">\u003cspan style=\"font-weight: 400\">Google MyMaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">TourBuilder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for geography projects\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.moovly.com/\">\u003cspan style=\"font-weight: 400\">Moovly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated presentations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.piskelapp.com/\">\u003cspan style=\"font-weight: 400\">Piskel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated sprite and pixel art\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.sketchup.com/\">\u003cspan style=\"font-weight: 400\">SketchUp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D architectural drawings (free for Google Apps schools \u003c/span>\u003ca href=\"https://www.sketchup.com/education/sketchup-for-schools\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.tinkercad.com/\">\u003cspan style=\"font-weight: 400\">Tinkercad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have iMac computers in our Design Lab classes, so our students also create \u003c/span>\u003ca href=\"https://www.apple.com/imovie/\">\u003cspan style=\"font-weight: 400\">iMovie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> projects. For PC or Chromebook film production, \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great online option.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students may also choose to work through tutorials to learn computer science skills like coding. Free online tutorial options include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://csfirst.withgoogle.com/c/cs-first/en/curriculum.html\">\u003cspan style=\"font-weight: 400\">CS First with Google\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.sololearn.com/\">SoloLearn\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The choices offered on Khan Academy can be overwhelming, so I like to start with the \u003c/span>\u003ca href=\"https://www.khanacademy.org/partner-content/pixar\">\u003cspan style=\"font-weight: 400\">Pixar in a Box series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://youtu.be/3Iu1Z0h1i1Y\">\u003cspan style=\"font-weight: 400\">behind-the-scenes videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the Pixar work spaces are especially inspiring. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3Iu1Z0h1i1Y\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around the same time I created this class, \u003c/span>\u003ca href=\"http://makered.org/about-us/board/\">\u003cspan style=\"font-weight: 400\">Dale Dougherty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"http://makered.org/about-us/approach/\">\u003cspan style=\"font-weight: 400\">Maker Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement was taking off\u003c/span>\u003cspan style=\"font-weight: 400\">. Our librarian set up a Maker Lab in the library, and I wrote a grant for a 3D printer. Although my Design Lab students weren’t tinkering in the Maker Lab with hands-on projects, I realized that the work they were doing was a digital version of the maker philosophy: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Maker education is an interactive, open-ended approach that is learner-driven and allows for the time and space needed to develop diverse skills, knowledge, and ways of thinking. By harnessing the power of making, maker education allows us to create engaging and motivating learning experiences. (\u003c/span>\u003c/i>\u003ca href=\"http://makered.org/frequently-asked-questions/\">\u003ci>\u003cspan style=\"font-weight: 400\">http://makered.org/frequently-asked-questions/\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar to the tinkering that goes on in a maker space, my Design Lab class is always evolving. Students suggest new programs to add to our website, and I change the name to better represent what we do. First we were Digital Media, then we were Digital Design, and now we are Design Lab. “Digital” is a given, but what my students do with it is up to their own Design.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if you aren’t teaching an elective technology class, your students could use digital programs to demonstrate learning in your academic classes. Here are some ways:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/website/tinkercad/flows\">\u003cspan style=\"font-weight: 400\">Lesson Plans for Tinkercad\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.instructables.com/id/How-to-Bring-Tinkercad-Into-Your-Classroom/\">\u003cspan style=\"font-weight: 400\">How to Bring Tinkercad into your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.sketchup-ur-space.com/2013/april/How-to-apply-SketchUp-in-education.html\">\u003cspan style=\"font-weight: 400\">How to Apply SketchUp in Education\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pgsmst.com/pdfs/MakerBotInTheClassroom.pdf\">\u003cspan style=\"font-weight: 400\">MakerBot in the Classroom: Digital Sculpting with Sculptris\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://scratched.gse.harvard.edu/resources/scratch-projects-across-curriculum\">\u003cspan style=\"font-weight: 400\">Scratch Projects Across the Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://users.cs.duke.edu/~rodger/talks/cte2014/talkCTEJuly2014-4up.pdf\">\u003cspan style=\"font-weight: 400\">Creating Animations with Alice for Projects in all Disciplines\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/site/movies2bmade/curriculum-connections\">\u003cspan style=\"font-weight: 400\">Tips for Applying Stop Motion to State Standards\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.scientix.eu/2015/08/algodoo-a-great-physics-education-program/\">\u003cspan style=\"font-weight: 400\">Algodoo: A Great Physics Education Program\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://physics.wustl.edu/introphys/Archives/FL14/AlgodooProject_FL14.pdf\">Assignment Example: Intro to Physics Algodoo Project\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530057 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png\" width=\"650\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png 757w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-240x175.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-375x274.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-520x380.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Whether in a hands-on Maker Space or online in a Design Lab, the experimentation, creativity and ownership of making offer powerful learning opportunities. As Dale Dougherty says, “Through maker education, youth develop new perspectives, a belief in their own abilities, and a passion for learning. Maker education can also assist educators with moving towards a more comprehensive educational approach that better reflects and incorporates the diverse, complex, and ever-changing nature of our world.” How might you offer your students opportunities to design, create and make as part of your content area curriculum? Just like I tell my students when they are working on their projects, the possibilities are endless.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate digital making in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2013, I wrote a \u003c/span>\u003ca href=\"https://laurabradley.me/2013/04/21/whats-up-in-digital-media-class/\">\u003cspan style=\"font-weight: 400\">brief blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about a new technology elective class I had created. At that time the class was called Digital Media, but over the years it has evolved into a digital maker space we call Design Lab. It has been five years since that blog post and I am still receiving emails from teachers who have questions about my Design Lab class. How does this class work? What kinds of programs do you use? What are the assignments? How is the class organized? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So here it is: a crash course on my middle school Design Lab class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started by gathering resources from conferences: the \u003c/span>\u003ca href=\"http://spring.cue.org/\">\u003cspan style=\"font-weight: 400\">CUE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and an \u003c/span>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Google Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I knew our budget was lean, so I focused on free programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These conferences opened my eyes to the wide variety of digital programs available online for free. I wanted my students to be able to choose which of these programs they would like to use, rather than me teaching one program to all of them at the same time. Similar to my English class, where students choose the books they read and the topics they write about, I knew students would be more engaged in and enthusiastic about their work if they could make these choices themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To facilitate this student-centered classroom, I created a website with a page for each project option. I added video tutorials so my students could work at their own pace. The new \u003c/span>\u003ca href=\"https://gsuite.google.com/learning-center/products/sites/get-started/#!/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes it easy to build a class hub and embed just about anything our students need (click image below to view our site).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://sites.google.com/petk12.org/designlab/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530067 size-medium aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png\" width=\"800\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-160x66.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-768x317.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1020x422.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1200x496.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1920x794.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1180x488.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-960x397.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-240x99.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-375x155.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-520x215.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most days my students work on projects that they have chosen, and they decide when they are ready to turn in their final work and move on to their next project. Some students work on one detailed project for a month or more, while other students complete a new project every week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year a group of boys formed their own company and spent an entire year teaching themselves \u003c/span>\u003ca href=\"https://youtu.be/V7xPOYQy66c\">\u003cspan style=\"font-weight: 400\">how to code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they could design, code and market their own app game. \u003c/span>\u003c/p>\n\u003cp>Another student produced over a dozen \u003ca href=\"https://youtu.be/p-lOU9sw4w0\" target=\"_blank\" rel=\"noopener\">stop-motion animations\u003c/a> with \u003ca href=\"https://www.stykz.net/downloads/\" target=\"_blank\" rel=\"noopener\">Stykz\u003c/a>, while her friend drew \u003ca href=\"https://youtu.be/LtrGWjlRc-8\" target=\"_blank\" rel=\"noopener\">cartoon animations\u003c/a> with \u003ca href=\"http://www.pencil2d.org/\" target=\"_blank\" rel=\"noopener\">Pencil2D\u003c/a>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/p-lOU9sw4w0'\n title='//www.youtube.com/embed/p-lOU9sw4w0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Another student spent months using \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to code \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/134441694/#fullscreen\">\u003cspan style=\"font-weight: 400\">this calculator program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which he revised every time he learned a new math concept.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are given the freedom (and responsibility) to choose and manage their own projects, they discover that with enough time and access to resources, they can learn anything. If I hear a student say, “That’ll take forever to learn,” I remind them that they have 90 minutes every other day for a whole semester, so why not give it a try? This freedom also allows students to abandon a project if they decide it isn’t working for them. A lot of valuable learning still happens, even if they decide to move on to another project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530058 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png\" width=\"640\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png 729w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-520x393.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since most of our time is spent working on individual projects, we start each class period with a shared experience. We might watch a career-related video \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/search/?q=careers&selected_facets=&selected_facets=\">\u003cspan style=\"font-weight: 400\">from PBS Learning Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or one that shows the powerful potential of the programs they are using, like these 3D-printed \u003c/span>\u003ca href=\"https://youtu.be/wCzS2FZoB-I\">\u003cspan style=\"font-weight: 400\">houses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/jSjW-EgKOhk\">\u003cspan style=\"font-weight: 400\">body parts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some days we watch a \u003c/span>\u003ca href=\"http://www.algodoo.com/learn-it/\">\u003cspan style=\"font-weight: 400\">new tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> together, and often we start class by looking at a student’s project and hearing what they have learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing the workflow of 32 students working on 32 different projects at their own pace was a new challenge for this veteran English teacher. I decided to set up a system where students would submit a \u003c/span>\u003ca href=\"https://goo.gl/forms/I97pt9WTFOmNRAKh2\">\u003cspan style=\"font-weight: 400\">project proposal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to let me know what they planned to make, and when they were finished, they would answer \u003c/span>\u003ca href=\"https://goo.gl/forms/nSd1VzO0So0PFDCr1\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their work. (The \u003c/span>\u003ca href=\"https://learningrenaissance.files.wordpress.com/2015/05/edutopia-stw-replicatingpbl-reflection-questions.pdf\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come from \u003c/span>\u003cspan style=\"font-weight: 400\">Whitfield Career Academy’s 21st Century Learning Academy, which adapted them from High Tech High in San Diego.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing a project, my students choose to answer one of each kind of reflection question: backward-looking, inward-looking, outward-looking and forward-looking. This work helps students identify what they learned, better understand how they work through difficulties, and reinforces the many new skills they have developed throughout each project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I embedded these \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on our website for easy access, and the students complete them as needed for their projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another step in completing a project is to add it to their digital portfolio (also a Google Site), along with a paragraph about the project. \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cspan style=\"font-weight: 400\">This portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work builds my students’ skills in digital literacy, as well as writing and graphic design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530074 size-large aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png\" width=\"640\" height=\"343\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-800x429.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-768x411.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1200x643.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1180x632.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-960x514.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-375x201.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-520x279.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM.png 1258w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After experimenting with a variety of programs over the past five years, we now offer these free options, which we have downloaded on our classroom computers:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.algodoo.com/\">\u003cspan style=\"font-weight: 400\">Algodoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for physics simulations and game design\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.alice.org/\">\u003cspan style=\"font-weight: 400\">Alice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.blender.org/\">\u003cspan style=\"font-weight: 400\">Blender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling and animations \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pencil2d.org/\">\u003cspan style=\"font-weight: 400\">Pencil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for drawing and stop-motion animations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://pixologic.com/sculptris/\">\u003cspan style=\"font-weight: 400\">Sculptris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D sculpting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.stykz.net/index.php\">\u003cspan style=\"font-weight: 400\">Stykz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for stick figure stop-motion animation \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also use free online programs, which work well with Chromebooks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/0Ve54FcztDA\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for cartoon portraits\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.google.com/maps/d/u/0/\">\u003cspan style=\"font-weight: 400\">Google MyMaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">TourBuilder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for geography projects\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.moovly.com/\">\u003cspan style=\"font-weight: 400\">Moovly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated presentations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.piskelapp.com/\">\u003cspan style=\"font-weight: 400\">Piskel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated sprite and pixel art\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.sketchup.com/\">\u003cspan style=\"font-weight: 400\">SketchUp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D architectural drawings (free for Google Apps schools \u003c/span>\u003ca href=\"https://www.sketchup.com/education/sketchup-for-schools\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.tinkercad.com/\">\u003cspan style=\"font-weight: 400\">Tinkercad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have iMac computers in our Design Lab classes, so our students also create \u003c/span>\u003ca href=\"https://www.apple.com/imovie/\">\u003cspan style=\"font-weight: 400\">iMovie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> projects. For PC or Chromebook film production, \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great online option.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students may also choose to work through tutorials to learn computer science skills like coding. Free online tutorial options include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://csfirst.withgoogle.com/c/cs-first/en/curriculum.html\">\u003cspan style=\"font-weight: 400\">CS First with Google\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.sololearn.com/\">SoloLearn\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The choices offered on Khan Academy can be overwhelming, so I like to start with the \u003c/span>\u003ca href=\"https://www.khanacademy.org/partner-content/pixar\">\u003cspan style=\"font-weight: 400\">Pixar in a Box series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://youtu.be/3Iu1Z0h1i1Y\">\u003cspan style=\"font-weight: 400\">behind-the-scenes videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the Pixar work spaces are especially inspiring. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3Iu1Z0h1i1Y'\n title='//www.youtube.com/embed/3Iu1Z0h1i1Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Around the same time I created this class, \u003c/span>\u003ca href=\"http://makered.org/about-us/board/\">\u003cspan style=\"font-weight: 400\">Dale Dougherty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"http://makered.org/about-us/approach/\">\u003cspan style=\"font-weight: 400\">Maker Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement was taking off\u003c/span>\u003cspan style=\"font-weight: 400\">. Our librarian set up a Maker Lab in the library, and I wrote a grant for a 3D printer. Although my Design Lab students weren’t tinkering in the Maker Lab with hands-on projects, I realized that the work they were doing was a digital version of the maker philosophy: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Maker education is an interactive, open-ended approach that is learner-driven and allows for the time and space needed to develop diverse skills, knowledge, and ways of thinking. By harnessing the power of making, maker education allows us to create engaging and motivating learning experiences. (\u003c/span>\u003c/i>\u003ca href=\"http://makered.org/frequently-asked-questions/\">\u003ci>\u003cspan style=\"font-weight: 400\">http://makered.org/frequently-asked-questions/\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar to the tinkering that goes on in a maker space, my Design Lab class is always evolving. Students suggest new programs to add to our website, and I change the name to better represent what we do. First we were Digital Media, then we were Digital Design, and now we are Design Lab. “Digital” is a given, but what my students do with it is up to their own Design.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if you aren’t teaching an elective technology class, your students could use digital programs to demonstrate learning in your academic classes. Here are some ways:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/website/tinkercad/flows\">\u003cspan style=\"font-weight: 400\">Lesson Plans for Tinkercad\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.instructables.com/id/How-to-Bring-Tinkercad-Into-Your-Classroom/\">\u003cspan style=\"font-weight: 400\">How to Bring Tinkercad into your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.sketchup-ur-space.com/2013/april/How-to-apply-SketchUp-in-education.html\">\u003cspan style=\"font-weight: 400\">How to Apply SketchUp in Education\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pgsmst.com/pdfs/MakerBotInTheClassroom.pdf\">\u003cspan style=\"font-weight: 400\">MakerBot in the Classroom: Digital Sculpting with Sculptris\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://scratched.gse.harvard.edu/resources/scratch-projects-across-curriculum\">\u003cspan style=\"font-weight: 400\">Scratch Projects Across the Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://users.cs.duke.edu/~rodger/talks/cte2014/talkCTEJuly2014-4up.pdf\">\u003cspan style=\"font-weight: 400\">Creating Animations with Alice for Projects in all Disciplines\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/site/movies2bmade/curriculum-connections\">\u003cspan style=\"font-weight: 400\">Tips for Applying Stop Motion to State Standards\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.scientix.eu/2015/08/algodoo-a-great-physics-education-program/\">\u003cspan style=\"font-weight: 400\">Algodoo: A Great Physics Education Program\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://physics.wustl.edu/introphys/Archives/FL14/AlgodooProject_FL14.pdf\">Assignment Example: Intro to Physics Algodoo Project\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530057 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png\" width=\"650\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png 757w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-240x175.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-375x274.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-520x380.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Whether in a hands-on Maker Space or online in a Design Lab, the experimentation, creativity and ownership of making offer powerful learning opportunities. As Dale Dougherty says, “Through maker education, youth develop new perspectives, a belief in their own abilities, and a passion for learning. Maker education can also assist educators with moving towards a more comprehensive educational approach that better reflects and incorporates the diverse, complex, and ever-changing nature of our world.” How might you offer your students opportunities to design, create and make as part of your content area curriculum? Just like I tell my students when they are working on their projects, the possibilities are endless.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate digital making in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "10 Ways to Bring Literature into Math, Science, Social Studies, and Art Classrooms",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Spark conversations about reading with your students using the following interdisciplinary resources from KQED as a framework. Discover the benefits of incorporating literature into math, science, social studies, and art curriculum, and show your students how literature can be a powerful medium for exploring the world.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Math:\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/50640\">How Reading Novels in Math Class Can Strengthen Student Engagement\u003cbr>\n\u003c/a>\u003c/span>Learn how these math teachers encourage student engagement and mathematical curiosity by reading novels with their pre-algebra and calculus students. Explore their \u003ca href=\"https://prealgebraone.wordpress.com/novel-studies/\">lesson plans\u003c/a> to bring literature into your own math classroom!\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50593\">\u003cspan style=\"font-weight: 400\">10 Books to Spark a Love of Math in Kids of All Ages\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Help students think creatively about math concepts with these award-winning picture books, graphic novels, biographies, and young adult novels centered on the role of math in everyday life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Science:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/39949\">\u003cspan style=\"font-weight: 400\">Could Storytelling Be the Secret Sauce to STEM Education?\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how one computer science teacher uses literature to help K-12 students understand abstract numbers and equations, and even become computer programmers! \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48289\">\u003cspan style=\"font-weight: 400\">A Literacy-Based Strategy to Help Teachers Integrate Science Skills\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Discover how several teachers integrate literature and scientific inquiry in their classrooms through the \u003c/span>\u003ca href=\"http://www.novelengineering.org/\">\u003cspan style=\"font-weight: 400\">Novel Engineering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. Brainstorm other ways to use literature as a starting point for hands-on science projects!\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Technology:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Learn how this eighth-grade teacher encourages her students to write and publish novels during National Novel Writing Month. Help your students develop their writing and digital literacy skills by taking the NaNoWriMo challenge with your classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">Coding in English Class? Yes! And In Your Class, Too!\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how one teacher integrates coding and creative writing in her curriculum. Her middle school students develop video games based on characters and plots from novels written during NaNoWriMo.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Social Studies:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2016/03/08/why-the-classics-matter-in-todays-political-landscape/\">\u003cspan style=\"font-weight: 400\">Why the Classics Matter in Today’s Political Landscape\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Spark conversations about politics and political language with your students by examining characters and themes from popular literature, including Shakespeare’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Julius Caesar\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45834\">\u003cspan style=\"font-weight: 400\">How Robots in English Class Can Spark Empathy and Improve Writing\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Use robots in the classroom to help students reflect on historical events while also fostering collaboration and building digital literacy skills.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Art and Design:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2018/01/30/interactive-maps-help-students-visualize-how-frankenstein-tracked-down-his-monster/\">\u003cspan style=\"font-weight: 400\">Interactive Maps Help Students Visualize How Frankenstein Tracked Down His Monster\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Discover how this teacher uses Google Maps to help her students better understand setting and character development. Her seniors create digital maps about the books they read in class. Learn how to create interactive maps with your students using the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/42538\">\u003cspan style=\"font-weight: 400\">Books-to-Games: Transforming Classic Novels Into Role Playing Adventures\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how teachers can use role-playing games, like Dungeons and Dragons, to enhance student engagement. After reading a novel in class, students design new characters and situations to weave into the fabric of the story. Use these methods to reimagine how to teach creative writing and character development to your students! \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Spark conversations about reading with your students using the following interdisciplinary resources from KQED as a framework. Discover the benefits of incorporating literature into math, science, social studies, and art curriculum, and show your students how literature can be a powerful medium for exploring the world.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Math:\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/50640\">How Reading Novels in Math Class Can Strengthen Student Engagement\u003cbr>\n\u003c/a>\u003c/span>Learn how these math teachers encourage student engagement and mathematical curiosity by reading novels with their pre-algebra and calculus students. Explore their \u003ca href=\"https://prealgebraone.wordpress.com/novel-studies/\">lesson plans\u003c/a> to bring literature into your own math classroom!\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50593\">\u003cspan style=\"font-weight: 400\">10 Books to Spark a Love of Math in Kids of All Ages\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Help students think creatively about math concepts with these award-winning picture books, graphic novels, biographies, and young adult novels centered on the role of math in everyday life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Science:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/39949\">\u003cspan style=\"font-weight: 400\">Could Storytelling Be the Secret Sauce to STEM Education?\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how one computer science teacher uses literature to help K-12 students understand abstract numbers and equations, and even become computer programmers! \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48289\">\u003cspan style=\"font-weight: 400\">A Literacy-Based Strategy to Help Teachers Integrate Science Skills\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Discover how several teachers integrate literature and scientific inquiry in their classrooms through the \u003c/span>\u003ca href=\"http://www.novelengineering.org/\">\u003cspan style=\"font-weight: 400\">Novel Engineering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. Brainstorm other ways to use literature as a starting point for hands-on science projects!\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Technology:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Learn how this eighth-grade teacher encourages her students to write and publish novels during National Novel Writing Month. Help your students develop their writing and digital literacy skills by taking the NaNoWriMo challenge with your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">Coding in English Class? Yes! And In Your Class, Too!\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how one teacher integrates coding and creative writing in her curriculum. Her middle school students develop video games based on characters and plots from novels written during NaNoWriMo.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Social Studies:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2016/03/08/why-the-classics-matter-in-todays-political-landscape/\">\u003cspan style=\"font-weight: 400\">Why the Classics Matter in Today’s Political Landscape\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Spark conversations about politics and political language with your students by examining characters and themes from popular literature, including Shakespeare’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Julius Caesar\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45834\">\u003cspan style=\"font-weight: 400\">How Robots in English Class Can Spark Empathy and Improve Writing\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Use robots in the classroom to help students reflect on historical events while also fostering collaboration and building digital literacy skills.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Art and Design:\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2018/01/30/interactive-maps-help-students-visualize-how-frankenstein-tracked-down-his-monster/\">\u003cspan style=\"font-weight: 400\">Interactive Maps Help Students Visualize How Frankenstein Tracked Down His Monster\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Discover how this teacher uses Google Maps to help her students better understand setting and character development. Her seniors create digital maps about the books they read in class. Learn how to create interactive maps with your students using the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/42538\">\u003cspan style=\"font-weight: 400\">Books-to-Games: Transforming Classic Novels Into Role Playing Adventures\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore how teachers can use role-playing games, like Dungeons and Dragons, to enhance student engagement. After reading a novel in class, students design new characters and situations to weave into the fabric of the story. Use these methods to reimagine how to teach creative writing and character development to your students! \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Connecting Students to Those with Knowledge of the Watergate Scandal and Vietnam War",
"headTitle": "Connecting Students to Those with Knowledge of the Watergate Scandal and Vietnam War | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States Supreme Court Case, and the Reagan, Clinton and Obama Presidencies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years and for reasons to be mentioned at the end of this post, I’ve increasingly tried to provide my students with an opportunity to use video conferencing technology to interview individuals who have first-hand knowledge of some of these events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four of my students’ better video conference interviews are described below:\u003c/span>\u003c/p>\n\u003ch4>The Watergate Scandal and the Donald Segretti Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Donald \u003c/span>\u003cspan style=\"font-weight: 400\">Segretti is a former Captain in the Army’s Judge Advocate General’s Office. He is also known for having run a campaign of political sabotage (aka dirty tricks) against the Democrats for Nixon’s reelection effort. For the past 35 years, Segretti has practiced civil law in Southern California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are just some of the questions the students (Kelly W. and Michael Y.) asked Segretti:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tell us about your life from the time you entered high school until the present\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) do you hope we, the students, will take away from the study of the Watergate Scandal?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) have you taken away from this period of history?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Ford should have pardoned Richard Nixon? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Nixon was a good president?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you have anything to say about our current president?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">\u003cspan style=\"font-weight: 400\">This particular video conference was conducted during lunch in my room with no other students in the room other than the two interviewing Segretti. However, Segretti so enjoyed speaking with the students that two weeks later he agreed to speak to the class as a whole and in person. To read what Segretti said during both the video conference and his in-class presentation, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Un1BWFLQZu-3OzcyjhdR3bil9tK7dwqpCoNV0nbxGXs/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529953 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png\" width=\"640\" height=\"320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png 731w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-160x80.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-240x120.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-375x188.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-520x260.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Watergate Scandal and the Bart Porter Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Herbert L. Porter (aka Bart Porter) was a campaign aide to President Richard M. Nixon. In 1974, Porter pleaded guilty to the charge of making a false statement, not under oath, to an agent of the FBI during the early stages of the Watergate investigation. For this, he served 25 days in prison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial reach out to Porter occurred after one of my students (William C.) had told his mother that he had been learning about the Watergate Scandal in my US History class. In response, the mother contacted Porter, a dear family friend, asking him if he would be willing to video conference with William.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">William asked Porter many of the same questions that Kelley and Michael had asked in their video conference, but he also asked:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any other details about Watergate, or the Nixon years, that history has gotten wrong?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From your understanding, what was the purpose of the Watergate break-in, and who knew about it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Knowing what you do now, would you have still served under Nixon? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks to come, William will be writing a blog post of his own revealing how Porter answered each of these questions. Others too.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529957\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png\" width=\"640\" height=\"488\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png 350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-160x122.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-240x183.png 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Return of the Vietnam War POWs and the Lynn Spickard Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video conference took place after the students in my U.S. History course saw in their textbook the \u003c/span>\u003cspan style=\"font-weight: 400\">Pulitzer Prize\u003c/span>\u003cspan style=\"font-weight: 400\">-winning photograph \u003ca href=\"https://en.wikipedia.org/wiki/Burst_of_Joy\">Burst of Joy\u003c/a> (taken in 1973 at \u003c/span>\u003cspan style=\"font-weight: 400\">Travis Air Force Base\u003c/span>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003cspan style=\"font-weight: 400\">California\u003c/span>\u003cspan style=\"font-weight: 400\"> and showing Lieutenant Colonel \u003c/span>\u003cspan style=\"font-weight: 400\">Robert Stirm\u003c/span>\u003cspan style=\"font-weight: 400\">, former Vietnam prisoner of war, returning home and being greeted by his family. ) \u003c/span>\u003cspan style=\"font-weight: 400\">You’ve no doubt seen the photograph. It’s iconic. \u003c/span>\u003c/p>\n\u003cfigure class=\"wp-caption aligncenter\" style=\"max-width: 502px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https://upload.wikimedia.org/wikipedia/en/9/96/Burst_of_Joy.jpg\" width=\"502\" height=\"389\">\u003cfigcaption class=\"wp-caption-text\">Burst of Joy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spickard is the one with outstretched arms and my students wanted to know the entire backstory and what happened to all those pictured in the years since. Here’s what the video conference looked like from inside the classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529951\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png\" width=\"640\" height=\"396\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png 628w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-240x149.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-520x322.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Tinker v. Des Moines United States Supreme Court Case and the Mary Beth Tinker Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mary Beth Tinker is the petitioner in the 1969 Supreme Court case of Tinker v. Des Moines, the precedent-setting case in which the court ruled that Warren Harding Junior High School could not punish Mary Beth and two others, including her brother, for wearing a black armband in school in support of a truce in the Vietnam War. After reading about the case in the textbook\u003c/span>\u003cspan style=\"font-weight: 400\">, two of my students decided to reach out to Tinker. One of the more interesting questions Tinker answered during the interview \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> did you ever receive any hate mail for having stood up for your first amendment rights?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529950\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png\" width=\"640\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png 593w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-520x295.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>For Best Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For best results, I suggest using the video conferencing technology listed below:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A computer or laptop (rather than a tablet, iPad or iPhone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A monitor (preferably a projector and large screen)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A webcam (preferably an external, wide-angle camera)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A microphone (preferably a tabletop microphone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">External speakers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Google+ Hangouts, Zoom, or Skype\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Good bandwidth (DSL and cable connections, as well as T1 lines, are excellent options for video-conferencing connections, though fiber-based connections to the internet will significantly improve the quality of the interactions.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Cabling to the internet (rather than connecting wirelessly)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also suggest formatting the video conference similar to that of a television talk show where:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The host (one or more students), opens the video conference by asking a number of introductory questions of the guest(s) before giving the rest of students in the class a chance to ask questions of their own.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The video conference should last no more than an hour, as most individuals are willing to commit to a one-hour time frame. (If you teach multiple periods of the same course, you can simply brief the other classes on the details or alternatively, you could videotape the video conference and then share it with your other periods.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that the students conducting the interview and student-audience members ask high quality questions during the video conference interview, teachers should do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conduct internet research to learn as much as possible about your guest, then draft a number of questions for students to ask based on what you have learned on the internet and what was covered in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the questions you’ve drafted with your students, soliciting student volunteers to ask one or more of the questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your students the opportunity to create questions of their own. I prefer to have students show me their questions to be cleared for approval (this is just a personal preference and subject to your discretion).\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as for the question of how to find the email address or contact information of the person to be interviewed \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> just greenlight your students. They will get that job done and in no time. Such is the day and age in which we live. It also helps to ask members of your school’s community for support in this regard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the alternative, check out the offerings on the \u003c/span>\u003ca href=\"https://www.cilc.org/\">\u003cspan style=\"font-weight: 400\">Center for Interactive Learning and Collaboration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, and above all else, I highly suggest working with your school’s technology staff well ahead of the scheduled video conference to ensure that all the technology works as it should. My SMHS/SMUSD technology staff has provided immeasurable support in this regard.\u003c/span>\u003c/p>\n\u003ch4>Why I Do This\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the school year, several years ago, an administrator said something to me that’s worth sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just think about it,” he said. “In schools K-12 of the past, lessons were limited by the breadth of knowledge imparted by the schoolteacher with the help of a few precious school books. But today, for the first time in history, teachers can create, with the help of videoconferencing technology, unlimited learning opportunities for their students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then went on to say . . . “whether it be in terms of virtual field trips, communicating with field experts, and/or collaborating with students in other schools to share projects and ideas . . . all of this can now be done and, better yet, it can be done with clear images and great sound.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if that doesn’t hook you, just imagine what improvements will be made in terms of this technology within the course of just the next few years.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then this administrator closed by saying, “. . . if one of your primary goals as a teacher is to provide your students with highly interesting, informative and engaging learning opportunities, then providing your students with ample opportunity to use video conferencing technology is something you have to do and do now.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I took this recommendation to heart and, and with several years of video conferencing experience now behind me, I strongly encourage all teachers to do the same.\u003c/span>\u003c/p>\n\n",
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"description": "The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States Supreme Court Case, and the Reagan, Clinton and Obama Presidencies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years and for reasons to be mentioned at the end of this post, I’ve increasingly tried to provide my students with an opportunity to use video conferencing technology to interview individuals who have first-hand knowledge of some of these events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four of my students’ better video conference interviews are described below:\u003c/span>\u003c/p>\n\u003ch4>The Watergate Scandal and the Donald Segretti Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Donald \u003c/span>\u003cspan style=\"font-weight: 400\">Segretti is a former Captain in the Army’s Judge Advocate General’s Office. He is also known for having run a campaign of political sabotage (aka dirty tricks) against the Democrats for Nixon’s reelection effort. For the past 35 years, Segretti has practiced civil law in Southern California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are just some of the questions the students (Kelly W. and Michael Y.) asked Segretti:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tell us about your life from the time you entered high school until the present\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) do you hope we, the students, will take away from the study of the Watergate Scandal?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) have you taken away from this period of history?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Ford should have pardoned Richard Nixon? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Nixon was a good president?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you have anything to say about our current president?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">\u003cspan style=\"font-weight: 400\">This particular video conference was conducted during lunch in my room with no other students in the room other than the two interviewing Segretti. However, Segretti so enjoyed speaking with the students that two weeks later he agreed to speak to the class as a whole and in person. To read what Segretti said during both the video conference and his in-class presentation, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Un1BWFLQZu-3OzcyjhdR3bil9tK7dwqpCoNV0nbxGXs/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529953 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png\" width=\"640\" height=\"320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png 731w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-160x80.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-240x120.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-375x188.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-520x260.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Watergate Scandal and the Bart Porter Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Herbert L. Porter (aka Bart Porter) was a campaign aide to President Richard M. Nixon. In 1974, Porter pleaded guilty to the charge of making a false statement, not under oath, to an agent of the FBI during the early stages of the Watergate investigation. For this, he served 25 days in prison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial reach out to Porter occurred after one of my students (William C.) had told his mother that he had been learning about the Watergate Scandal in my US History class. In response, the mother contacted Porter, a dear family friend, asking him if he would be willing to video conference with William.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">William asked Porter many of the same questions that Kelley and Michael had asked in their video conference, but he also asked:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any other details about Watergate, or the Nixon years, that history has gotten wrong?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From your understanding, what was the purpose of the Watergate break-in, and who knew about it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Knowing what you do now, would you have still served under Nixon? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks to come, William will be writing a blog post of his own revealing how Porter answered each of these questions. Others too.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529957\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png\" width=\"640\" height=\"488\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png 350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-160x122.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-240x183.png 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Return of the Vietnam War POWs and the Lynn Spickard Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video conference took place after the students in my U.S. History course saw in their textbook the \u003c/span>\u003cspan style=\"font-weight: 400\">Pulitzer Prize\u003c/span>\u003cspan style=\"font-weight: 400\">-winning photograph \u003ca href=\"https://en.wikipedia.org/wiki/Burst_of_Joy\">Burst of Joy\u003c/a> (taken in 1973 at \u003c/span>\u003cspan style=\"font-weight: 400\">Travis Air Force Base\u003c/span>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003cspan style=\"font-weight: 400\">California\u003c/span>\u003cspan style=\"font-weight: 400\"> and showing Lieutenant Colonel \u003c/span>\u003cspan style=\"font-weight: 400\">Robert Stirm\u003c/span>\u003cspan style=\"font-weight: 400\">, former Vietnam prisoner of war, returning home and being greeted by his family. ) \u003c/span>\u003cspan style=\"font-weight: 400\">You’ve no doubt seen the photograph. It’s iconic. \u003c/span>\u003c/p>\n\u003cfigure class=\"wp-caption aligncenter\" style=\"max-width: 502px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https://upload.wikimedia.org/wikipedia/en/9/96/Burst_of_Joy.jpg\" width=\"502\" height=\"389\">\u003cfigcaption class=\"wp-caption-text\">Burst of Joy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spickard is the one with outstretched arms and my students wanted to know the entire backstory and what happened to all those pictured in the years since. Here’s what the video conference looked like from inside the classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529951\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png\" width=\"640\" height=\"396\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png 628w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-240x149.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-520x322.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Tinker v. Des Moines United States Supreme Court Case and the Mary Beth Tinker Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mary Beth Tinker is the petitioner in the 1969 Supreme Court case of Tinker v. Des Moines, the precedent-setting case in which the court ruled that Warren Harding Junior High School could not punish Mary Beth and two others, including her brother, for wearing a black armband in school in support of a truce in the Vietnam War. After reading about the case in the textbook\u003c/span>\u003cspan style=\"font-weight: 400\">, two of my students decided to reach out to Tinker. One of the more interesting questions Tinker answered during the interview \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> did you ever receive any hate mail for having stood up for your first amendment rights?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529950\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png\" width=\"640\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png 593w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-520x295.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>For Best Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For best results, I suggest using the video conferencing technology listed below:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A computer or laptop (rather than a tablet, iPad or iPhone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A monitor (preferably a projector and large screen)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A webcam (preferably an external, wide-angle camera)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A microphone (preferably a tabletop microphone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">External speakers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Google+ Hangouts, Zoom, or Skype\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Good bandwidth (DSL and cable connections, as well as T1 lines, are excellent options for video-conferencing connections, though fiber-based connections to the internet will significantly improve the quality of the interactions.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Cabling to the internet (rather than connecting wirelessly)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also suggest formatting the video conference similar to that of a television talk show where:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The host (one or more students), opens the video conference by asking a number of introductory questions of the guest(s) before giving the rest of students in the class a chance to ask questions of their own.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The video conference should last no more than an hour, as most individuals are willing to commit to a one-hour time frame. (If you teach multiple periods of the same course, you can simply brief the other classes on the details or alternatively, you could videotape the video conference and then share it with your other periods.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that the students conducting the interview and student-audience members ask high quality questions during the video conference interview, teachers should do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conduct internet research to learn as much as possible about your guest, then draft a number of questions for students to ask based on what you have learned on the internet and what was covered in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the questions you’ve drafted with your students, soliciting student volunteers to ask one or more of the questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your students the opportunity to create questions of their own. I prefer to have students show me their questions to be cleared for approval (this is just a personal preference and subject to your discretion).\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as for the question of how to find the email address or contact information of the person to be interviewed \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> just greenlight your students. They will get that job done and in no time. Such is the day and age in which we live. It also helps to ask members of your school’s community for support in this regard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the alternative, check out the offerings on the \u003c/span>\u003ca href=\"https://www.cilc.org/\">\u003cspan style=\"font-weight: 400\">Center for Interactive Learning and Collaboration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, and above all else, I highly suggest working with your school’s technology staff well ahead of the scheduled video conference to ensure that all the technology works as it should. My SMHS/SMUSD technology staff has provided immeasurable support in this regard.\u003c/span>\u003c/p>\n\u003ch4>Why I Do This\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the school year, several years ago, an administrator said something to me that’s worth sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just think about it,” he said. “In schools K-12 of the past, lessons were limited by the breadth of knowledge imparted by the schoolteacher with the help of a few precious school books. But today, for the first time in history, teachers can create, with the help of videoconferencing technology, unlimited learning opportunities for their students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then went on to say . . . “whether it be in terms of virtual field trips, communicating with field experts, and/or collaborating with students in other schools to share projects and ideas . . . all of this can now be done and, better yet, it can be done with clear images and great sound.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if that doesn’t hook you, just imagine what improvements will be made in terms of this technology within the course of just the next few years.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then this administrator closed by saying, “. . . if one of your primary goals as a teacher is to provide your students with highly interesting, informative and engaging learning opportunities, then providing your students with ample opportunity to use video conferencing technology is something you have to do and do now.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I took this recommendation to heart and, and with several years of video conferencing experience now behind me, I strongly encourage all teachers to do the same.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>From Cape Town’s water shortages to California’s historic drought– headlines can make it seem like the world is drying out. So what’s going on: is Earth really running out of water?\u003c/p>\n\u003cp>Recent news about Cape Town’s water shortages has brought water to the front and center of many people’s minds. And for those of us that have access to clean water on a daily basis we probably don’t think all that much about it. But water is essential to human survival. We drink it, we grow our crops with it, we bathe with and it’s used in many industrial processes like manufacturing and power generation. And as our population grows, the demand for water will increase–and lack of usable water will become a real issue for lots of places.\u003c/p>\n\u003cp>\u003cstrong>Is lack of water an issue for places?\u003c/strong>\u003c/p>\n\u003cp>For many parts of the world, water is already a big problem. According to the United Nations, over two billion people end up having to drink contaminated water because they don’t have access to the clean water. And because of this more than half a million children die every year. And ensuring access to clean water and sanitation is one of the seventeen sustainable development goals of the United Nations.\u003c/p>\n\u003cp>\u003cstrong>Why is lack of water becoming a problem?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One reason is that some places are using up their water much faster than precipitation can replace it. Additionally bad water management policies can lead to misuse or waste of water. Lack of infrastructure or bad infrastructure can also make access to clean water an issue. For example, in the U.S., leaky pipes cause us to waste about 9,000 Olympic-sized swimming pools of water daily. Climate change can also exacerbate the problems–as the climate changes scientists estimate that both droughts and floods will become more intense.\u003c/p>\n\u003cp>\u003cstrong>How can we prevent Earth from running out of water?\u003c/strong>\u003c/p>\n\u003cp>There are lots of things we can do, ranging from individual things to larger scale solutions. For example traditional water conservation techniques can help us reduce our water use so that we are not using too much water too quickly. These tactics include things like replacing grass lawns with low water native plants, taking shorter showers, turning off the water when brushing your teeth, and replacing old appliances with water efficient ones. Depending on where you live, larger scale solutions can include desalination plants, but those can be super expensive and require lots of energy to run. Another potential solution is to get better at recycling waste water so that it can be used to water crops and to drink.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sustainabledevelopment.un.org/content/documents/17825HLPW_Outcome.pdf\">Making Every Drop Count (United Nations)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.who.int/en/news-room/fact-sheets/detail/drinking-water\">Drinking Water Key Facts (WHO)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://agupubs.onlinelibrary.wiley.com/doi/full/10.1002/2015WR017349\">Quantifying renewable groundwater stress with GRACE (Water Resources Research)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.infrastructurereportcard.org/wp-content/uploads/2017/01/Drinking-Water-Final.pdf\">2017 Infrastructure Report Card (American Society of Civil Engineers)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S221260901400020X\">Climate Change and Challenges of Water and Food Scarcity\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://nca2014.globalchange.gov/\">National Climate Assessment\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://advances.sciencemag.org/content/2/2/e1500323/tab-figures-data\">Four Billion People Facing Severe Water Scarcity (Science Advances)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.pbs.org/newshour/show/cape-town-drought-limits-people-to-13-gallons-of-water-a-day\">Cape Town Drought Limits People to 13 Gallons of Water a Day (PBS Newshour)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/earthhowmuch.html\">USGS Water Science School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/watercycleice.html\">The Water Cycle (USGS)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>From Cape Town’s water shortages to California’s historic drought– headlines can make it seem like the world is drying out. So what’s going on: is Earth really running out of water?\u003c/p>\n\u003cp>Recent news about Cape Town’s water shortages has brought water to the front and center of many people’s minds. And for those of us that have access to clean water on a daily basis we probably don’t think all that much about it. But water is essential to human survival. We drink it, we grow our crops with it, we bathe with and it’s used in many industrial processes like manufacturing and power generation. And as our population grows, the demand for water will increase–and lack of usable water will become a real issue for lots of places.\u003c/p>\n\u003cp>\u003cstrong>Is lack of water an issue for places?\u003c/strong>\u003c/p>\n\u003cp>For many parts of the world, water is already a big problem. According to the United Nations, over two billion people end up having to drink contaminated water because they don’t have access to the clean water. And because of this more than half a million children die every year. And ensuring access to clean water and sanitation is one of the seventeen sustainable development goals of the United Nations.\u003c/p>\n\u003cp>\u003cstrong>Why is lack of water becoming a problem?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One reason is that some places are using up their water much faster than precipitation can replace it. Additionally bad water management policies can lead to misuse or waste of water. Lack of infrastructure or bad infrastructure can also make access to clean water an issue. For example, in the U.S., leaky pipes cause us to waste about 9,000 Olympic-sized swimming pools of water daily. Climate change can also exacerbate the problems–as the climate changes scientists estimate that both droughts and floods will become more intense.\u003c/p>\n\u003cp>\u003cstrong>How can we prevent Earth from running out of water?\u003c/strong>\u003c/p>\n\u003cp>There are lots of things we can do, ranging from individual things to larger scale solutions. For example traditional water conservation techniques can help us reduce our water use so that we are not using too much water too quickly. These tactics include things like replacing grass lawns with low water native plants, taking shorter showers, turning off the water when brushing your teeth, and replacing old appliances with water efficient ones. Depending on where you live, larger scale solutions can include desalination plants, but those can be super expensive and require lots of energy to run. Another potential solution is to get better at recycling waste water so that it can be used to water crops and to drink.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sustainabledevelopment.un.org/content/documents/17825HLPW_Outcome.pdf\">Making Every Drop Count (United Nations)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.who.int/en/news-room/fact-sheets/detail/drinking-water\">Drinking Water Key Facts (WHO)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://agupubs.onlinelibrary.wiley.com/doi/full/10.1002/2015WR017349\">Quantifying renewable groundwater stress with GRACE (Water Resources Research)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.infrastructurereportcard.org/wp-content/uploads/2017/01/Drinking-Water-Final.pdf\">2017 Infrastructure Report Card (American Society of Civil Engineers)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S221260901400020X\">Climate Change and Challenges of Water and Food Scarcity\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://nca2014.globalchange.gov/\">National Climate Assessment\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://advances.sciencemag.org/content/2/2/e1500323/tab-figures-data\">Four Billion People Facing Severe Water Scarcity (Science Advances)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.pbs.org/newshour/show/cape-town-drought-limits-people-to-13-gallons-of-water-a-day\">Cape Town Drought Limits People to 13 Gallons of Water a Day (PBS Newshour)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/earthhowmuch.html\">USGS Water Science School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/watercycleice.html\">The Water Cycle (USGS)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The First Ever HMS News Broadcast - Inspired by a KQED In the Classroom Post",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In April of 2017, \u003c/span>\u003ca href=\"https://www.petalumacityschools.org/kenilworth\">\u003cspan style=\"font-weight: 400\">Kenilworth Junior High Schoool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher Laura Bradley wrote an article for KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">The article – \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – described Bradley’s student-run television station KTV and the KTV daily news broadcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some months after the article was published, \u003c/span>\u003ca href=\"https://www.hehms.us/\">\u003cspan style=\"font-weight: 400\">Henry E. Huntington Middle School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher José Caire read the article and found himself inspired to start a student-run news broadcast program at the school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Step #1 of his plan? See what the kids enrolled in his journalism class could do without a studio and using nothing more complicated than their cell phone or SLR camera to film the broadcast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than nine months later, mission accomplished. Caire and his students had posted to the middle school’s \u003c/span>\u003ca href=\"https://hmshuntinghorn.com/\">\u003cspan style=\"font-weight: 400\">Hunting Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online newspaper the first ever Huntington Middle School news broadcast. \u003c/span>\u003c/p>\n\u003cp>https://youtu.be/sZfCJGuv7uU\u003c/p>\n\u003ch4>The Back Story\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer before the start of the 2017-2018 academic school year, Caire was asked by his principal to teach a class on how to create an online school newspaper. Such a newspaper had never before been produced by Huntington Middle School students. In fact, the school hadn’t produced any kind of newspaper in about five years.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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