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Day 1: History through Games
“It’s amazing how much
history is just there on the street corner! I started to think
more—I got to know my city better!”
~Institute participant
The activities for Day 1 operated out of the Economic
Education laboratory at the Federal Reserve Bank of Boston.
Teachers engaged with the Executive Director of the Greenway
Conservancy, Nancy Brennan on a “walk & talk”
to Dewey Square. They experienced “street corner”
history by observing the newly sprouting Greenway nested within
the contrasting architectural elements of the financial district.
Teachers followed their walk with a “Handbag History”
activity facilitated by Historian, Richard Rabinowitz. After Scott
Guild, Director of Economic Education, guided them through the
educational offerings of the Federal Reserve; teachers participated
in the multimedia Economic Adventure game hosted by Education
Specialist, Deb Bloomberg.
Day 2: History through Stories & Narrative
Objects
“I was inspired to incorporate
many of the primary documents we used into my ELA and history
classes. I can’t wait to have the students look at many
more perspectives than I have exposed them to in the past.”
~Institute participant
Teachers met at the newly opened Bunker
Hill Museum in Charlestown on Day 2. What do glaciers
and musket balls have in common? This was just one of the many
connections made through Dr. William Fowler’s energizing
presentation on the “geography-dictates-strategy”
relationship between Boston’s geography and the Battle of
Bunker Hill. Teachers explored Boston National Historical Park’s
resources through a museum scavenger hunt and an “interactivity”
examining primary documents led by Education Volunteer, Noreen
O’Connell and Supervisory Park Ranger, Sheila Cooke Kayser.
After having lunch at America’s oldest restaurant, the Union
Oyster House, teachers were led by City of Boston's Archaeologist,
Ellen Berkland on a historical walk to the City’s Archaeology
lab where teachers explored artifacts from the Big Dig and the
rich stories questions within them.
Day
3: History through Hands-on Exploration
“This makes me realize that you
can’t separate science from history.”
~Institute participant
On Day 3, teachers met with Nicole Scola at the New England
Aquarium to learn about the Teacher Resource Center and
the history of the Aquarium including its pioneering role in the
revitalization of the waterfront. Teacher groups took a new approach
to the traditional marine science perspective and created a scavenger
hunt in the aquarium looking through “a history lens.”
To see the scavenger hunt, click
here. Teachers then hopped on the ferry to Spectacle
Island. Upon arrival to the Visitor's Center, Historic
cartographer, Joseph Garver presented a visual story of Boston
through historic maps. Teachers then hiked to the top of North
Drumlin with Supervisory Park Ranger, Kelly Fellner. After participating
in navigation and mapping activities, one teacher said, “Seeing
the city from that perspective really tied it together for me.
I grew up on a boat in the harbor and had never understood it
quite so well.”
Day 4: History through Design
“I enjoyed the method of learning
by design and am very excited to use it in my classroom, starting
the first day of school when I will have the kids design the layout
of the classroom.”
~Institute Participant
On Day 4, teachers viewed the city, the Greenway,
and the harbor from the 26th floor conference room as Architect,
Robert Brown presented to teachers the Greenway’s evolution.
Polly Carpenter with Learning By Design—MA
led teachers through the design process in figuring out ideas
for interim use of Parcel 12, the future home of the Boston Museum.
To read a summary of some of the group design ideas, click
here.
Day 5:
“As a group, we were really able to take something
away from the Institute, and we were excited to continue working
on it.”
~Institute participant
“Marinating” on the week’s places and activities
was the theme of Day 5. Teachers participated in a written group
reflection on each activity and then expanded on the modes of
learning and skills for each activity in a discussion facilitated
by Richard Rabinowitz. This was followed by a session of sharing
ideas for connecting Massachusetts Frameworks to Institute content.
After participating in a guided dialogue facilitated by Boston
Museum Program Coordinator, Sunnye Dreyfus, teachers shared
their individual ideas for bringing the institute content into
their classrooms with the entire group. Teachers decided to
meet in November in order to check in with the group and to
exchange ideas for incorporating content followed by individual
& team presentations in March of 2008.
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