Eric V. Franco
- Courses4
- Reviews6
- School: Waldorf University
- Campus:
- Department: Education
- Email address: Join to see
- Phone: Join to see
-
Location:
106 S 6th St
Forest City, IA - 50436 - Dates at Waldorf University: December 2013 - April 2016
- Office Hours: Join to see
Biography
Waldorf University - Education
Experience
Wisconsin Emergency Management
Radiological Emergency Preparedness Planner
Under the general supervision of the REP Supervisor and with direction from the REP Program Manager, the Radiological Emergency Preparedness (REP) Planner provides key assistance with program development and research initiatives; reviews and develops Wisconsin Emergency Management (WEM) responses to federal program guidance; reviews and develops REP Plans and plan updates, standard operating procedures for responding to radiological emergencies; participates in REP training programs as either the trainer or as a participant; maintains assigned program records; develops responses to federal program requirements pertinent to areas of responsibility; and coordinates the exercising of state and county off-site radiological incident response plans for assigned nuclear power plant, participating as either a controller or player.
The School District of Janesville
Response to Intervention Specialist
Coordinate and manage Craig High School's Response to Intervention (RtI) program.
Collaborate, lead, and coach teachers for continued reflective practice focusing for improving their embedded disciplinary literacy practice.
Serve on the Janesville School District Curriculum, Instruction, & Assessment leadership team.
Provide Curriculum & Instruction leadership and practice guidance for embedded disciplinary literacy.
Advise building administration on disciplinary literacy practices and current research practices.
Waldorf University
Assistant Professor; Department Chair
I served as an Assistant Professor of Education and Social Sciences at Waldorf College from 2013-2015 and subsequently moved to online only. My current course load include:
Warrior Seminar (HUM 1000)
Critical Thinking (HUM 1020)
Humans Relations for Teachers (EDU 210)
History and Social Studies Teaching Methods (EDU 380)
Secondary Methods (EDU 370)
Content Area Reading (EDU 395)
Educational Psychology (EDU 240)
Other Responsibilities and Service to the College:
* Supervising student teachers
* Waldorf College Strategic Planning Committee Member
*Study Abroad Coordinator: I manage Waldorf College's university-to-university exchange programs for student study abroad.
* Education Club Faculty Advisor
My current projects in the development of an international exchange program between the State of Iowa and educational institutions in Kosovo with the University of Pristina and the University of Prizren in Kosovo.
In addition, I am in the preliminary stages of researching and writing an oral history of Kosovo's 2008 independence.Waldorf University
Professor
Current course load includes online Humanities: HUM 1000 (Seminar) and HUM 1020 (Critical Thinking)
Rogers Behavioral Health
Education Therapist
Provided education and intervention services for adolescents in a residential treatment facility. The designed and implemented educational plans based on each student abilities, interests and treatment objectives. I regularly participated in patient care conferences, staff meetings and Education Therapy Services/Performance Improvement meetings. a
Under the supervision of the program director, lead psychologist, and psychiatrist, I developed therapeutic-centered curriculum aligned to support students' cognitive-behavioral therapy (CBT) and dialectical behavioral therapy (DBT) programming.
Knowledge and Skills I Frequently Demonstrated:
* Diagnosis symptoms and terminology.
* Knowledge of the most current teaching standard of current trends in education and mental health.
*Aggression control training.
* Current American Heart Association CPR certification or American Red Cross Professional Rescue
* Serving and supporting adolescents who have exceptional educational needs.
Madison Metropolitan School District
Social Studies Teacher
Developed and taught K-12 history and social studies courses at Robert M. LaFollette High School. Courses I taught include:
9th Grade US History
10th Grade World History
Honors World History
American History post 1945
Advanced Placement Psychology
US Government (Challenges of Democracy)
Advanced Placement US History
Other Service to the Madison Metropolitan School District (MMSD):
* District Social Studies Curriculum Reform Committee
* Professional Development School liaison for LaFollette High School (MMSD).
* REAL Grant Committee Member, 2007.
* National Honor Society Committee Member, 2011, 2013.
* Scholarship Committee Member, 2007.
* Small Learning Community Workgroup Member, 2005-2006.
Education
Cardinal Stritch University
Master's Degree
Education; History Curriculum and Instruction
Studied Curriculum & Instruction with emphasis on History Education.Edgewood College
Doctor of Education (Ed.D.)
Education Leadership with an Emphasis on History Education, Curriculum, and Instruction
Studied Educational Leadership for Curriculum & Instruction, History Education, Professional Development School structures and implementation, as well as Disciplinary Literacy.Edgewood College
Bachelor's degree
History; Philosophy; Broad Field Social Studies; Secondary Education
National Hispanic Scholarship Fund
Publications
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Using Graffitti to Teach Students to Think Like Historians
Society for History Education, The History Teacher, Volume 43, No. 4
Effective history-teaching strategies which promote students' critical-thinking and historical thinking skills are outlined and discussed for practical application within K-12 secondary history or social studies classrooms.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Using Graffitti to Teach Students to Think Like Historians
Society for History Education, The History Teacher, Volume 43, No. 4
Effective history-teaching strategies which promote students' critical-thinking and historical thinking skills are outlined and discussed for practical application within K-12 secondary history or social studies classrooms.
Negro Business Directory
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
In response to the social norms created by Jim Crow laws in the south, some African Americans created a society-within-a-society, where two cultures, southern white and southern black, lived in tandem. Often the targets of discrimination and violence, many southern blacks migrated to northern states such as Wisconsin beginning in the 1920s, hoping to find employment and new opportunities.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Using Graffitti to Teach Students to Think Like Historians
Society for History Education, The History Teacher, Volume 43, No. 4
Effective history-teaching strategies which promote students' critical-thinking and historical thinking skills are outlined and discussed for practical application within K-12 secondary history or social studies classrooms.
Negro Business Directory
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
In response to the social norms created by Jim Crow laws in the south, some African Americans created a society-within-a-society, where two cultures, southern white and southern black, lived in tandem. Often the targets of discrimination and violence, many southern blacks migrated to northern states such as Wisconsin beginning in the 1920s, hoping to find employment and new opportunities.
Forest gump: A case study for a modern u.s. history class in a 4x4 block schedule
Film & history
This article presents the value of comparing historical knowledge and understanding with ahistorical fiction and Hollywood interpretations of history. Illustrating the value of such comparisons, the article uses the Academy Award winning film, Forest Gump, as an example of how teachers may construct learning activities to build students' critical-thinking and historical thinking skills.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Using Graffitti to Teach Students to Think Like Historians
Society for History Education, The History Teacher, Volume 43, No. 4
Effective history-teaching strategies which promote students' critical-thinking and historical thinking skills are outlined and discussed for practical application within K-12 secondary history or social studies classrooms.
Negro Business Directory
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
In response to the social norms created by Jim Crow laws in the south, some African Americans created a society-within-a-society, where two cultures, southern white and southern black, lived in tandem. Often the targets of discrimination and violence, many southern blacks migrated to northern states such as Wisconsin beginning in the 1920s, hoping to find employment and new opportunities.
Forest gump: A case study for a modern u.s. history class in a 4x4 block schedule
Film & history
This article presents the value of comparing historical knowledge and understanding with ahistorical fiction and Hollywood interpretations of history. Illustrating the value of such comparisons, the article uses the Academy Award winning film, Forest Gump, as an example of how teachers may construct learning activities to build students' critical-thinking and historical thinking skills.
Black Migrations
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plan
Published lesson plans using primary sources from the Wisconsin State Historical Society intended for use by in-service classroom teachers throughout Wisconsin.
Thinking like a historian Teacher development program. Kosovo Ministry of Education, Science, and Technology.
Kosovo Ministry of Education, Science, and Technology.
Accredited history-teaching train-the-trainer workshop for Kosovar teacher development.
Charm School
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
World War II drained men from many areas of daily life, including professional sports. The loss of major and the minor league baseball players threatened to close down major league parks. Philip K.Wrigley, owner of the Chicago Cubs, saw women as the answer to this difficulty, organizing the All-American Girls Professional Baseball League in 1943. The first season saw four teams from Racine and Kenosha, Wisconsin, Rockford, Illinois, and South Bend, Indiana, competing throughout the Midwest. The league eventually expanded to 10 teams, including one in Milwaukee. Media and fan interest were greatest in the smaller cities, while teams in the larger cities were virtually ignored. The women¿s game was modified from the men's: distances were shortened and pitchers threw underhand. The players were recruited, trained and managed by ex-major league players or managers, and their on- and off-field dress and deportment was strictly regulated by a team chaperone and codified by handbooks and manuals. Nevertheless, the players enjoyed their time in the league, relishing the friendships, the novelty of the experience, the travel, and the pay, which was typically about three times what women workers in traditional occupations received. The All-American Girls Baseball League was not the only professional women's league around in the 1940s. The National Girl's Softball League in Chicago emphasized athletic skills, muscle, and a more tom-boyish approach to the game that Philip Wrigley, founder of the All American league, wanted to avoid. Wrigley wanted his players to be feminine, so he established a charm school for his players. He hired Madame Helena Rubinstein, a world-renowned authority on beauty, to teach the young women. Rubinstein published this booklet to teach the players how to be the symbols of "health, glamor, physical perfection, vim, vigor and a glowing personality."
Building disciplinary literacy through Thinking Like a Historian: A case study. Edgewood College.
UMI
The purpose of this study was to identify whether the new curricular framework, Thinking Like a Historian (TLH), had a transformative impact on a classroom teacher’s disciplinary literacy. A single instrumental case study was developed to identify nuances of integrated historical literacy throughout the observations of the teacher in practice. The researcher relied on naturalistic observations, structured and unstructured interviews, a sample of pre and post TLH lessons, and digital photographs of the classroom environment were collected and later analyzed for patterns and emergent themes. The findings of the study showed that TLH had a significant transformative impact on the disciplinary framing and literacy of the teacher.
Hmong Struggle
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
Recruited during the Vietnam War as guerilla soldiers to fight the North Vietnamese, Hmong peoples were living literally in the crossfire during the conflict. When the United States withdrew from Vietnam in 1975, the Hmong who had aided the U.S. were left in the hands of the communists they had fought against. Thousands fled to refugee camps in Thailand where resettlement organizations helped to sponsor Hmong immigration to the United States. Wisconsin has the third largest Hmong population in the country, after Minnesota and California; our largest Hmong communities are in La Crosse, Sheboygan, Green Bay, Wausau, and Milwaukee.
Reflections from Kosovo
Balkans Free Press
Reflections from Kosovo offers an understanding of Kosovo and the Balkans from the viewpoint of students that participated in the Balkans Peace Program 2013 organized by the Bislimi Group Foundation. The book consists of essays that depict a foreigner's perspective on and experience of Kosovo, its people, culture, and history. This book is particularly interesting because it provides the reader with a first-hand account of what Kosovo is all about. Contributing authors have shared both their experiences as well as their personal stories about Kosovo and the Balkan countries surrounding Kosovo such as Albania, Montenegro and Macedonia. What makes this book unique is that it combines an academic approach with an essayist one--a combination that makes for an educational and an easy read. Topics explored in the book include international development, education, identity, ethnic conflict, and post-conflict reconstruction. If you are not interested in reading the politicians, policymakers, professional journalists, historians, and academicians viewpoint on Kosovo and its people, but rather you want a first-hand story of ordinary people who left the comforts of their Western homes to travel to and live in Kosovo with local Albanian host families for the Balkans Peace Program, then this is the book you want. All proceeds from this book will go to support the educational programs of the Bislimi Group Foundation.
Using Graffitti to Teach Students to Think Like Historians
Society for History Education, The History Teacher, Volume 43, No. 4
Effective history-teaching strategies which promote students' critical-thinking and historical thinking skills are outlined and discussed for practical application within K-12 secondary history or social studies classrooms.
Negro Business Directory
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plans
In response to the social norms created by Jim Crow laws in the south, some African Americans created a society-within-a-society, where two cultures, southern white and southern black, lived in tandem. Often the targets of discrimination and violence, many southern blacks migrated to northern states such as Wisconsin beginning in the 1920s, hoping to find employment and new opportunities.
Forest gump: A case study for a modern u.s. history class in a 4x4 block schedule
Film & history
This article presents the value of comparing historical knowledge and understanding with ahistorical fiction and Hollywood interpretations of history. Illustrating the value of such comparisons, the article uses the Academy Award winning film, Forest Gump, as an example of how teachers may construct learning activities to build students' critical-thinking and historical thinking skills.
Black Migrations
Wisconsin State Historical Society: Turning Points in Wisconsin History Lesson Plan
Published lesson plans using primary sources from the Wisconsin State Historical Society intended for use by in-service classroom teachers throughout Wisconsin.
Teaching students to think like historians: Graffiti-style!
Wisconsin Council for the Social Studies
Teaching strategy known as the "Graffiti Wall" is discussed as way to influence deeper learning and increase student engagement for teaching social studies.
