Gleanings Vol. 1, No. 1

https://egrove.olemiss.edu/ms_educ/1089/thumbnail.jp

Dayton Public Schools 5th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 9: Modern Issues

This instructional guide is from unit 9 of Dayton Public Schools\u27 5th grade social studies course, which covers topics on modern issues in American history. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

Dayton Public Schools 5th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 7: Government and Citizenship

This instructional guide is from unit 7 of Dayton Public Schools\u27 5th grade social studies course, which covers topics on government and citizenship. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

Dayton Public Schools 9th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 5: American History 1920-1930

This instructional guide is from unit 5 of Dayton Public Schools\u27 9th grade social studies course, which covers topics on American history from 1920-1930. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

Dayton Public Schools 9th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 3: American History 1900-1910 Immigration and Urbanization

This instructional guide is from unit 3 of Dayton Public Schools\u27 9th grade social studies course, which covers topics on immigration and urbanization in American history from 1900-1910. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

Dayton Public Schools 9th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 5: American History 1920-1930

This instructional guide is from unit 5 of Dayton Public Schools\u27 9th grade social studies course, which covers topics on American history from 1920-1930. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

Dayton Public Schools 5th Grade Social Studies Instructional Guide. Dayton Teaching American History. Unit 6: American Revolution

This instructional guide is from unit 6 of Dayton Public Schools\u27 5th grade social studies course, which covers the American Revolution. This guide was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project

A Letter from Donald D. Davis

A letter from Donald D. Davis, a member of the Smith Center Public School staff. He writes saying that while he supports the building of the Union, he does not support the dedication of a professional propogandists to run a fund drive of this capacity. He details similar Union projects that did not follow the path selected by the University for this situation. He advises a change to the current pledge system.https://scholars.fhsu.edu/buildings/1775/thumbnail.jp

Lessons Learned About Service-Learning: Voices of Experience About Urban Service-Learning in Saint Paul Public Schools

Quality service-learning transforms students, schools and communities. Service-learning creates powerful learning experiences for students and strengthens ties between schools and community. While integrating curricular goals with a real community need, service-learning gives students the power and the voice to work for social change in their world. It engages them in their own learning process. Students become active learners and creators of history who have opportunities to realize their collective and personal power to make a difference. In order to engage in this kind of learning, teachers together with students must work to establish quality partnerships and collaboration with community organizations and community volunteers. Everyone is a teacher and everyone is a learner