This summer, every Friday is “Fellow Friday” — an opportunity to introduce you to the caliber and creativity of our grant recipients. Generally speaking, the learning our grant recipients pursue falls into recognizable categories: Music Education, American History, Indigenous Studies, English Language Learners, Gender Studies, Astronomy, Holocaust Studies, Global Citizenship, Health & Well-Being, Math Education, World Cultures, Geography, etc. But we couldn’t classify Cynthia Renshaw’s learning  — she’s the only person researching Vikings this year!

Click here for a complete list of grant recipients

The unique nature of Cynthia’s grant reflects one of the most distinctive aspects of our organization, which is the freedom and respect we give teachers to design an experiential learning endeavor that they deem most relevant to their classrooms and careers. How do Vikings fit into that equation? Read on…

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I believe my students will be inspired by the fact that in the wide-ranging seafaring wandering of the Vikings, who travelled by boat as far as North America in the west and Central Asia in the east from about 700 C.E. to 1100, they were being in essence, bands of immigrants. I believe that learning about their Nine Noble Virtues and the Viking social rules of mutual respect will inspire our COVID battered population to cohere. Economic blight, violence, racism, bullying, food insecurity and mental illness continue to create barriers for cultural acceptance in our population. Ornate and meaningful creation, community building through government, currency and trade, a reverence for craftsmanship and commitment to enriching the community with unifying symbols are powerful lessons to be learned from the Viking Age.

I chose Scandinavia due to the popularity of cultural references such as Loki, Thor and Oden and after a student survey confirmed a lack of cultural awareness. The natural beauty and rich artistic contributions of the Viking Age will provide compelling material for lesson plans and discussions. Instead of having a cartoon-like association with this majestic culture, I wish to bring to life the factual wonders of Viking longships and what they brought to the world; examples of superb craftsmanship in Viking engineering and ornamentation as well as the stunning natural wonders of the physical landscape. As we explore together, even though we are all coming from different cultural perspectives, we will find our mutual connections and appreciations of Viking culture actually are not that different after all.

I’m seeking to model the courage of a Viking too: as I travel long and far with unknown companions and chance encounters in a rapidly changing COVID environment. In a world of uncertainly and fear, learning about how a teacher goes about deeply exploring, researching and risk-taking during a cultural immersion is a model of planning, investment and reward. Sadly, positive modeling of an unfamiliar country, state or even neighborhood experience is rare for most of our students, yet they yearn and dream of it. On this professionally designed and guided small group tour over land, sea and air, I will access comprehensive historical resources and travel on the geographic path of the Vikings for 14 amazing days. Thinking with the eyes of a student, and modeling research like an archeologist, I will bring this amazing culture to life back in the classroom using artifacts and personal documentation.

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“Now more than ever, it is imperative that we invest in the most important component of any classroom — the teacher,” said Karen Eckhoff, Executive Director of FFT. “Educators are facing countless challenges every day, and Fund for Teachers is dedicated to further diversifying the ways that we can support them. Our grants represent trust in teachers’ professionalism, creativity, and vision, offering flexibility to meet the unique needs of each classroom, with the students remaining the ultimate beneficiaries as they continue to grow and learn in today’s ever-changing world.”

We look forward to introducing you to more 2022 FFT Fellows next Friday!

Based on much of the images and narratives we share concerning our 2022 FFT Fellows, one could assume each grant recipient travels to far flung locales for their chosen experiential learning. (Have you BEEN following the learning of Marina Outwater in Uzbeckistan??) However, the majority of our Fellows actually remain in North America. Furthermore, many use their grants to attend conferences, like the following teachers…

Click here for a complete list of grant recipients

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Nora Abbott, Jordan Alley, Molly Fredrickson-Leonard, Julia Gudmunson and Julia Vaughn
Invest Collegiate Imagine School – Asheville, NC
Complete multisensory math training at the Siena School in Oakton, VA, to gain knowledge of cutting-edge practices that give students fun and rewarding experiences and provides real-world practice to prepare them for successful lives.

“Our students feel constantly defeated in the general education classroom when faced with concepts that their peers understand easily. Those learning neurons are sometimes permanently closed when trying unsuccessfully to complete math tasks. By presenting students with a system that has been found to be successful in teaching our students reading and writing and applying it to math, we know our students will be engaged and more likely to love what they are doing and persevere.”

Sasha Cameron, Grant Pearson & Kristy Westbrooks | Yoncalla High School, Yoncalla, OR
Participate in the AVID San Francisco Summer Institute to learn key academic supports and curriculum opportunities that use writing, inquiry, collaboration, organization, and reading-based activities that promote college- and career- readiness.

“With this fellowship, we have two learning goals. The first is to provide students with key academic supports. These academic supports will provide students the necessary foundational study skills and practices to be a successful student. These supports are based around WICOR – Writing, Inquiry, Collaboration, Organization, and Reading, and would be the foundation of each teacher’s lesson. The second is that we believe that these supports, in addition to college and career awareness which is an integral component of the AVID curriculum, will provide students the opportunity to explore college and career options earlier and be more prepared forthe avenue they choose in the future.”

Katie Dugas, Jodi Rynearson, & Kimberly Whetzel | Tri-City Elementary School – Myrtle Creek, OR
Attend the “Get Your Teach On” national conference in Orlando, FL, to learn how to foster a safe social and emotional environment in and beyond classroom walls in which students can thrive.

“It is our intent to attend the Get Your Teach On National Conference to meet and learn from the most current and innovative teachers that have proven efficacy in this field. We will bring back with us the tools and ready-to-go lesson plans that will best assist our students in developing these skills. Once these skills are developed, we can then focus our efforts and energy on their academic growth that they will continue to utilize as lifelong learners.”

Tim Dutton | The Bridge Academy Charter School – Bridgeport, CT
Attend the Monterey Bay Math Institute in Santa Cruz and interview professors at UCSC to create a more active, cooperative learning environment that better engages and prepares students for the changing jobs of the future.

“Essentially, I want to work to “gamify” math instruction with the goal of giving students multiple reps with different skills in an environment that makes learning math fun and builds confidence. With the extra paraprofessionals I now have in my classroom, I will be able to run groups small enough to make these games and investigations effective enough to provide accelerated learning and increased engagement. The plan is to make my curriculum at least 30% interactive, truly changing the current structure and flow of the math classroom.“

Donna Kaiser | Stamford High School – Stamford, CT
Participate in the ASM Materials Camp for Teachers at the University of Maryland to learn methods for making math and core science principles more enticing and relevant to high school chemistry students.

“In my urban high school, we lack resources to have state-of-the-art equipment, so the teacher camp in Maryland will provide inexpensive projects and activities to help me as a chemistry teacher to ignite student interest, bring curricula to life, and show practical applications of materials in students’ everyday lives.”

Elizabeth Lucas, Michelle Smith, Cathy Smith, Tara Vance & Amanda Workman
Harts P-8 School | Harts, WV
Attend the Innovative School Summit in Las Vegas to learn strategies for reaching students with a variety of emotional and behavioral challenges and enhance student, school, and the community climate.

“Our students come from a variety of backgrounds ranging from living with grandparents, drug addicted family members or homelessness. Many students, especially those in poverty and those who do not receive family support, are seeing larger learning gaps than those who have family support at home. This fellowship will allow us to immerse ourselves in ways to help our students become resilient and will provide us with strategies and behavior management skills needed to help our students have greater achievement and successes.”

Jason Malli | Vinal Technical High School – Middletown, CT
Attend the Summer World Music Pedagogy Workshop at West Virginia University, SPLICE Institute for Arts and Technology Innovations at Western Michigan University, and Restorative Practices Online at the University of Maine to create opportunities for student self-expression-fostering performance as an experiential, self-paced, recreational, therapeutic, inter-leveled, individualized workshop.

“This experience will help renew my own knowledge of ethnomusicology and learn new manners by which I can share the wonders of unknown or little known music with students and encourage them to use instruments we have in the school to explore new narratives as freely as ancient and indigenous cultures have done for generations.“

Katherine Wetmore | Mathewson Elementary School – New Haven, CT
Attend the ISTE Conference in New Orleans to elevate instructional practices and develop more innovative lessons that challenge students.

“This experience will teach me new and exciting benefits of technology and how to implement them in my classroom. I will build confidence as an educator, learn to guide my students in the practices of being uncomfortable in learning something new, and I will be able to collaborate with experts and teachers from around the globe.“

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“Now more than ever, it is imperative that we invest in the most important component of any classroom — the teacher,” said Karen Eckhoff, Executive Director of FFT. “Educators are facing countless challenges every day, and Fund for Teachers is dedicated to further diversifying the ways that we can support them. Our grants represent trust in teachers’ professionalism, creativity, and vision, offering flexibility to meet the unique needs of each classroom, with the students remaining the ultimate beneficiaries as they continue to grow and learn in today’s ever-changing world.”

We look forward to introducing you to more 2022 FFT Fellows next Friday!

This summer we’re closing out each week with a look at what some of our grant recipients are tackling with their fellowships. Topics so far have included: Music Education, American History, Indigenous Studies, English Language Learners, Gender Studies, Astronomy, Holocaust Studies, Global Citizenship, Health & Well-Being, Math Education, World Cultures, Geography and even Anthophilia (the study of bees).

Click here for a complete list of grant recipients

This year, we received a surprising number of proposals from teachers wanting to pursue various aspects of farming and agriculture education, including aquaponics, sustainability, school gardens and food deserts. Meet a few of these Fellows extending the walls of their classrooms into their school campuses and surrounding communities…

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Sara Ballard & Julia Welsh | Rockrimmon Elementary IB School – Colorado Springs, CO
Explore the world of hydroponics in the U.S. Virgin Islands to guide fifth graders’ design and construction of a hydroponics system that supports a new transdisciplinary unit of inquiry that connects science standards of plant needs, water on Earth, and the protection of Earth’s resources. (Follow their learning on Instagram @rooted_in_growth5.)

“Hydroponic systems use 90% less water than traditional gardening because a large portion of the water used in soil-based gardening is lost into the ground and not absorbed by the plants. Similar to the US Virgin Islands, water is also a valued resource in Colorado, which has a semi-arid climate and water is a very limited resource. Once back in Colorado, our 5th-grade team will create a 6-week IB unit of inquiry where we teach our students about hydroponic systems and how they relate to ecosystems, plant growth, decomposition, and Earth’s water use. Our school already has a large beautiful pollinator garden and greenhouse on the west side of the school, which is run by our 5th-grade team with help from students. We successfully transformed the garden four years ago and we bring this vast experience to implementing a hydroponics system.”

Amy Duffy, Regan Marti & Ben Noetzel | Monarch Academy Glen Burnie – Glen Burnie, MD
Research in Costa Rica how local organic farming and other sustainability practices benefit local communities and the environment to expand students’ cultural frame of reference and diversify their perspectives on the impact of sustainable farming and the protection of the rainforest.

“Through tours and interviews with locals, we can bring our students a greater volume of primary sources including various plant and animal species of the rainforest, sustainable agriculture practices and an understanding of the importance of a local ecosystem to a community. We can bring first hand accounts from people who live near rainforests on its importance and communities experiencing the positive impacts of local and viable agriculture.”

Lexis Foster | Mohegan Elementary School – Uncasville, CT
Experience farm stays across Spain to develop a working knowledge of health, eating habits and food culture that helps elementary students build awareness of where food comes, its distribution and how it fuels our bodies.

“Seeing the education system lack health and food awareness in my district and curriculum, I am determined to bring my learning back from Spain back to my students. After researching farm stay experiences and cultural immersion opportunities in Spain, I will have a deeper knowledge of where food comes from and its distribution. I want to inspire my students to think about the process it took for the food on their table to arrive to them and how that food is fueling their bodies. Through this fellowship I will bridge my passion for food with my students’ health while encouraging healthy eating habits.”

Lori Howell| Wayland Union Middle School – Wayland, MI
Join an Earthwatch expedition in Costa Rica studying the impacts of climate change on pollinators, then work alongside local farmers attempting to mitigate these changes by planting trees in experimental plots, to replicate a pollinator studies project with students on the school grounds.

“I will be taking personal action to improve our environment today which gives me hope for our future. With our warming planet we are seeing rising sea levels, increased frequency and intensity of weather events, and species loss. These consequences lead to socio-economic impacts for humans including food insecurity, lack of clean water, loss of livelihoods, and negative health impacts. Through this opportunity, I can help mitigate some of these issues in Costa Rica and at home and inspire my students to do the same.”

Summer Johnson | Lodestar Community Charter – Oakland, CA
Lex Schoenberg | Latitude 37.8 High School – Oakland, CA
Volunteer on, then bicycle between sustainable farms from Whistler, British Columbia, to Portland, OR, to create faming programs rooted in critical hope and climate change resistance at two Title I schools. (Follow their learning on Instagram @teachntour.

“The city we live in is stratified by race and class, and a large portion of the population we serve has limited access to fresh and healthy food, to green spaces like parks, farms, gardens, and many lack access to information about nutrition and where their food comes from. Both of us feel confident in our ability to teach about the causes and effects of an unsustainable food system. However, neither of us have first-hand or practical experience with sustainable farming practices, nor do our curricula focus on sustainable alternatives. We feel as though conversations about our food are incomplete without imagining a better future and seeing concrete solutions to the problems we study.”

Brandy O’Neal | Paul Revere Elementary – Chicago, IL
Participate in trainings, conferences, and a farm immersion programs through Shelburne Farms’ Project Seasons for Young Learners, the Soul Fire Farm Immersion in Petersburg, NY, and the New York Botanical Garden in the Bronx to learn strategies for integrating nature-based education in my classroom that promote deep learning, identity building, and health and wellness.

“I could read a book, watch webinars, and download curricula—all of which I’ve done before and will continue doing. However, it is essential that I create content that is most meaningful to my school and community. And there’s nothing like experiential learning. Being the student during these journeys will make me a better teacher when I facilitate the same learning experiences for my students.

Matthew Shea | Old Saybrook Middle School – Old Saybrook, CT
Research ways to incorporate regenerative farming, holistic nutrition, and earth healing along the coast of Maine into a physical education and health curriculum that promotes wellness and connection with nature.

“My passion is to give my students the best opportunity to be well- physically, emotionally, mentally, socially and environmentally. I believe to foster this connection, our students need innovative education about mindfulness, connecting with nature, connecting with the food they eat, opening their minds to how they can do their part in making the planet a better place and in turn create a positive and healthy environmental and social climate in the world around them. Through my experiences at Funds for Teachers, I will be able to network with other educators in my field of students and professionals in the world of regenerative farming, wellness and nature.”

Danielle Smith | Tallulah Falls School – Tallulah Falls, GA
Complete in the Ecuador’s Andes Mountains and around the Cotopaxi volcano an outdoor educator course in preparation for the launch of a program that give students a hands-on permaculture experience through the restoration of an old farm on school grounds.

“My learning goal is to advance my knowledge of environmentally sustainable farming practices, outdoor education curriculum, and leadership skills in order to bring that knowledge back to my classroom and start engaging students with meaningful outdoor education projects that begin to eradicate mindless existence. Thinking is powerful. I want to begin to give the power of thought to my students by shaking them out of the ‘normal routine’ of crazy online learning and bring them back out into the natural world, and in biology, I have the perfect subject area to start.”

Surendra Surujdeo-Maharaj | Booker T. Washington High School – Houston, TX
Complete mini-internships with Ohio State University’s Horticulture Division; Baker Creek Heirloom Seed Company in Mansfield, MO and Fairchild Botanical Garden in Miami, FL to research the current state of Controlled Environment Agriculture and inform three classes on the use of agriculture as a tool to address climate change and food insecurity. (Follow Surendra’s learning on Twitter @SurujdeoMaharaj.)

“My problem of practice is insufficient knowledge and practice in the areas of climate conscious food production in outdoor and controlled environments, post-harvest processing, quality control, value addition, marketing, and distribution. It is important to address this problem of practice by building a curriculum aimed to address the issue of food insecurity surrounding food deserts in urban schools to bridge the gap between knowledge and practice.”

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“Now more than ever, it is imperative that we invest in the most important component of any classroom — the teacher,” said Karen Eckhoff, Executive Director of FFT. “Educators are facing countless challenges every day, and Fund for Teachers is dedicated to further diversifying the ways that we can support them. Our grants represent trust in teachers’ professionalism, creativity, and vision, offering flexibility to meet the unique needs of each classroom, with the students remaining the ultimate beneficiaries as they continue to grow and learn in today’s ever-changing world.”

We look forward to introducing you to more 2022 FFT Fellows next Friday!

This summer we’re closing out each week with a look at what some of our grant recipients are tackling with their fellowships. Topics so far have included: Music Education, American History, Indigenous Studies, English Language Learners, Gender Studies, Astronomy, Holocaust Studies, Global Citizenship, Health & Well-Being, Math Education, World Cultures, and even Anthophilia (the study of bees).

Click here for a complete list of grant recipients

Today, we elevate the experiential learning of one of our most intrepid Fellows, Marina Outwater (Long River Middle School – Prospect, CT). When her original fellowship was derailed due to civil war in Ethiopia, she pivoted to pursue her intended topic – the Six Essential Elements of Geography – but in Central Asia, specifically Uzbekistan. Marina’s time there has not been without civil unrest, but we caught up with her on the eve of Eid al-Adha (the second holiest holiday of Islam) to hear about her experiences in this ancient land with a population that is 90% Muslim and that encompasses routes of the historic Silk Road.

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Q: Following you on Instagram, one is easily awed by the landscape and also by the unique nature of your fellowship. You’ve helped herd cattle to a summer pasture in the mountains of Kyrgyzstan, watched a father instruct his three-year-old son in the tradition of eagle hunting and explored abandoned Soviet-era buildings in Tashkent. How would you describe these experiences?

A: Beautiful. The people here are the most hard-working, hospitable and welcoming hosts. When I arrived at the yurts of the nomads who agreed to let me join them, there was a feast waiting for me. When my driver (who also owned the home where I stayed in one town) dropped me off to go to the animal market for a sheep, I asked if I could join and he said, “Sure!” The landscapes are breathtaking and the history is so rich with things I knew little about before coming here.

Q: Fund for Teachers stresses that our grants are not “travel” grants, but opportunities for teachers to pursue what they believe they need to be effective in the classroom — which could mean a workshop across town. How did you decide to craft this particular experience?

A: I moved from teaching sixth grade to seventh grade last year and my colleague and I were supposed to teach the Six Essential Elements of Geography. The learning was so dry that we didn’t even try. Initially, I designed this fellowship to explore the Six Elements in Ethiopia because my students had little knowledge of sub-Saharan Africa and I wanted to add context to the content. But due to the civil war there, I pivoted to another area that we didn’t know much about. Then, I found a contact who could coordinate authentic experiences for me. For example, when I asked if she knew how I could work alongside temporarily nomadic herders, she said, “Let me call someone.”  Tomorrow, I’m going to bake bread with some local women. I’m going to the market to find fabric and then learn to sew a traditional dress with other women. I wasn’t interested in tourist experiences. I wanted to know what it is really like so I can tell and show my students.

Q: You have two children back home who know their mom is crossing deserts and exploring Soviet-era spaces. Are they concerned? Are you?

A: Not at all. I haven’t been afraid once. Like I said, the people and the places are wonderful. I would unreservedly encourage anyone to come here. There have, however, been a few instances that were surprising. For instance, a guide was showing me Uzbekistan’s White House, the official presidential office in Bishkek. The weather is extremely hot and dry, so we were talking beneath a tree where this young man sat. He didn’t move the entire time. Afterwards, my guide said, “That person was part of the secret police.” My 14-year-old son didn’t believe me! Another time, I had to cancel plans to visit a Russian ship graveyard near the Aral Sea because of political unrest. But this gave me the opportunity to ask people about the protests and hear their perspectives.

Q: What do you want your students to get out of your experiences?

A: First I want students to realize that they don’t have to have a lot to be happy. These people are so gracious and kind and live incredibly full and productive lives. I also want them to see commonalities between these people and themselves. And lastly, I want them to see the importance of history and how it shapes today. The Silk Road was operational before the Common Era and facilitated the growth of our modern world. And in a more current example, I sat next to a young man on a plane who talked about how he would love to come to America, then quickly added, “But let me ask you a question. Why do young people not live with their families?” I explained that I believe it goes back to our country being founded on independence and, for us, children going out into the world is a reflection of that. He replied, “Are you telling me that your lifestyle is based on something that happened in 1776?” and I said, “Yes, I am.”

Q: Last question. What would you say to a teacher who is considering applying for a Fund for Teachers grant, but sees you in Uzbekistan and says, “I could never do that”?

A: You don’t have to! Fund for Teachers is all about empowering you to do what YOU need to do. Also, I’ve received two previous grants from organizations that required previous participation and/or training to be awarded. Fund for Teachers just wants you to be passionate about an idea and then they walk you through the application process. There are so many resources to guide you. You don’t have to do something this adventurous. But you do have to do something that benefits your students — that’s at the core of any successful proposal and meaningful fellowship. It all starts with the students.

Follow Marina’s experiences through the Instagram feed she is updating regularly.

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“Now more than ever, it is imperative that we invest in the most important component of any classroom — the teacher,” said Karen Eckhoff, Executive Director of FFT. “Educators are facing countless challenges every day, and Fund for Teachers is dedicated to further diversifying the ways that we can support them. Our grants represent trust in teachers’ professionalism, creativity, and vision, offering flexibility to meet the unique needs of each classroom, with the students remaining the ultimate beneficiaries as they continue to grow and learn in today’s ever-changing world.”

We look forward to introducing you to more 2022 FFT Fellows next Friday!

Thank you to FFT Fellow Bethany Seal and her team mates, Hannah Jones and Heather Serpas (West Harrison High School – Gulfport, MS) for sharing this reflection on independence after recently completing their fellowship contextualizing American history to create a new unit celebrating and reflecting the diversity of their students and bring to life literary texts used in the classroom.

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Growing up, we celebrated Independence Day without fully understanding the meaning, or the purpose, of the holiday–cookouts, family gatherings, and fireworks were what “independence” meant to us. Throughout our years in school, we learned about historic events like the American Revolution, read speeches by politicians about freedom and independence, and recited the “Pledge of Allegiance,” always, of course, ending with the phrase “with liberty and justice for all.” 

As English teachers, we have studied beyond the basics of these events, and have more closely analyzed these words, but it wasn’t until our Fund for Teachers fellowship experience that the enormity of the history, and the weight of the words, became fully apparent to us. 

We’ve all heard “give me liberty or give me death,” and we actually use the speech in our classrooms, but no amount of reading compares to the impact of actually participating in a mock revolution in Boston, or touring the same area where this nation’s founders were bold enough to start a revolution. Our forefathers were literally dying for independence, a right we so often take for granted.

In Philadelphia, we visited the place where the Declaration of Independence and the Constitution were written, and we stood next to the ultimate symbol for freedom, the Liberty Bell; in New York, we visited Lady Liberty herself. Nothing could have prepared us for the weight carried by the experiences of those who were there before us, the people who paved the way for our current freedoms.

In Washington, D.C., we witnessed firsthand the memorials constructed in remembrance of our country’s journey to independence. We felt the impact of those who sacrificed their lives for the independence we have today; there, we thought about the families they left behind–all for the freedom they believed in, the freedom they wanted each of us to experience. We stood in the place where Dr. King expressed his dream for the future, a dream for freedom, independence, and equality for all.

We experienced what it meant to have our safety, our security, and our independence threatened when we visited the September 11 Museum and felt the devastation that an attack on our freedom could have–an attack that happened during our own lifetimes.

These experiences showed us how each of the freedoms we are now afforded stems from brave people standing up against oppression of some kind. Each of these experiences taught us something about independence, bravery, and most importantly, about those people who were involved–people with unfathomable courage and determination, even in the face of seemingly insurmountable odds. 

Through each of these experiences, though, we also began to understand that “liberty and justice” isn’t yet “for all.” Everyone in this country, and many people across the world, currently are not afforded all of the freedoms, all of the independence, they should have. Everyone isn’t able to express themselves freely. Everyone in the world can’t worship freely. Everyone isn’t free from want or free from fear. Though our country and the world have overcome so much in terms of independence and in individuals living freely, realistically, everyone isn’t free just yet. 

Like many, before this journey, we took our freedom for granted. The independence we are afforded now didn’t come freely to others, and for some, these freedoms still don’t come freely. We experienced places where history was made–places where independence was won. We were surrounded by information about those who were brave enough, and those who were bold enough, to make history and to fight for the freedom and independence they believed in. 

Thanks to Fund for Teachers and this fellowship, our view of independence has been transformed. Though the places we visited were significant in history, the lessons we’ve taken from these places are more relevant today than ever. This Independence Day, we will stop to reflect on the experiences we had and the brave people who came before us to ensure our right to be free–and we’ll think about those people currently fighting for freedoms and for their independence still to come.

 

To introduce you to our newest grant recipients, we’ve started Fellow Friday. Last week, we highlighted seven teachers who designed and are pursuing fellowships around music education. For this holiday weekend, we profile multiple teachers who dedicated their fellowships to various aspects our America’s history, including our fight for independence, Westward Expansion, our military in Vietnam and Cambodia and slavery.

Click here for a complete list of grant recipients.

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Cristina Bettesworth & Anna Villegas | Highland Elementary School – Reedsport, OR

Document prominent sties relevant in US History from the 1600s-1800s, particularly the westward expansion, Oregon Trail and gold rush, to develop a working knowledge and database of resources that engage third graders with a high level of adverse childhood experiences.

“Rich, historical content was never a focus in teacher preparatory classes, where reading and math is generally the focus. Another huge roadblock for us in the classroom is the lack of access to materials to teach history in a meaningful way. We currently do not have any history curriculum and have to pull from a variety of resources to present any history to our students. Our learning goal is to educate ourselves better in US history so that we are able to convey the importance of topics to students”

Tracy Dunn | Franklin School of Innovation – Ashville, NC

Survey with a questionnaire adapted from the Library of Congress’ Veterans History Project eyewitnesses to American military actions in southeast Asia between 1965 and 1975 to develop resources that teach the consequences of America’s military presence and actions for civilians in conflict zones.

“While American educators have the resources to teach the causes and consequences of our military presence and military actions for Americans, we do not have the resources to teach the consequences of our military presence and actions for civilians in conflict zones. My meaningful examination of civilian eyewitness accounts of American military actions will fulfill and expand upon state standards and provide the full history that American educators need.”

Shira Engel | Elm City Montessori School – New Haven, CT

Conduct on-the-ground research in Washington, D.C. and attend the Bard College Institute for Writing and Thinking’s “Thinking Historically Through Writing” to create two primary documents-based American History units that integrate history, reading and writing into a Humanities experience for Montessori students.

“My first learning goal is to learn about the history of the United States in ways that, to use Howard Zinn’s words, “emphasize the role of working people, women, people of color, and organized social movements in shaping history” through touring key historical sites in the nation’s capital. My second learning goal is to use my research to develop two American history units that use primary sources as key materials of study: one on the founding of the United States and another on American social movements.”

Hannah Jones, Bethany Seal & Heather Serpas | West Harrison High School – Gulfport, MS
Contextualize American history from Washington, D.C. to Boston, MA, to create a new unit celebrating and reflecting the diversity of our students and bring to life literary texts used in the classroom.

“Our goal is to spark student knowledge a d curiosity by contextualizing historic & literary pieces with stories we’ll tell, pictures we’ll show and videos we’ll create from our experiences — and by adding a new unit where authors and texts more closely reflect the diverse students sitting in our classrooms, ultimately leading to a student driven research project.”

Ray Walters & Kurt Zimmerman | Highville Charter School – New Haven, CT
Garret Griffin | East Rock Community Magnet School – New Haven, CT

Experience UNESCO sites associated with the enslavement of people in Connecticut, Louisiana, as well as related museums in Massachusetts and Washington D.C. to facilitate culturally-relevant and emotionally-thoughtful classroom conversations about the Trans Atlantic Slave Trade.

“In our practice as teachers, we have found that when the topic of slavery is brought up, the majority of the children, who happen to be children of color, frequently respond with frustration, dismissive embarrassment, laughter and/or silence. Addressing the embarrassment and shame encountered during conversations around slavery is critical for building our capacity to provide effective classroom instruction that instills cultural pride. Additionally, it improves our ability to facilitate dynamic classroom discussions that provide a voice of pride for African American children and other children of color.”

“Now more than ever, it is imperative that we invest in the most important component of any classroom — the teacher,” said Karen Eckhoff, Executive Director of FFT. “Educators are facing countless challenges every day, and Fund for Teachers is dedicated to further diversifying the ways that we can support them. Our grants represent trust in teachers’ professionalism, creativity, and vision, offering flexibility to meet the unique needs of each classroom, with the students remaining the ultimate beneficiaries as they continue to grow and learn in today’s ever-changing world.”

We look forward to introducing you to more 2022 FFT Fellows next Friday!