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Friday, April 28, 2006

Catholic Education in Central Montana:  Capturing Stories
Great Falls Central Cath HS

Sarah Zook, Project Director
Great Falls Central Cath HS
P O Box 1399
Great Falls, MT 59403-1399

Class or classes in which Project will be completed: Computer Literacy, Sophomores

Total number of students participating: 18

Research Questions

How did the current Catholic schools in Central Montana come to exist and why?
How has Catholic education changed and how has it stayed the same?
What will sustain the growth of Catholic education in the future?

Timeline of Activities

I will have one group Quarters 1 and 3 and the other group Quarters 2 and 4.
Quarters 1 and 2:
Ask:  Students will begin by journaling--writing all the information they already know (or think they know about Catholic schools).  Then, we will develop the questions that will be answered through our research.  This year, there will be a greater focus on gathering the personal stories from graduates, teachers, staff, nuns, and priests to augment the factual information gathered last year.
Questions may include:  What were the students like at ___ school?  What were their backgrounds?  How did you see that student makeup change?  What were the attitudes of the laity and religious in the school like?  Was there ever contention over issues within the school?  Which issues?  Who were the decision-makers at all stages of the schools’ development?  How did schooling change when ___ school opened?

Read (Listen):  Students will read one of several books on Catholic Education and we will discuss them as a group to discover what understandings they reveal about Catholic education.  Books may include:  Uncommon Women, Unmarked Trails; The Power and the Glory; The Birdtail; Strange Empire; Do Black Patent Leather Shoes Really Reflect Up; and Cageball, Poker and the Atomic Wedgie

Students will then take a research trip to the Ursuline Centre Archives and the Cascade County Historical Society Archives to gather information specific to their school.  They will be encouraged to find newspaper articles that reveal a sense of community for the issues going on in the schools (closures, openings, expansions, etc.)

Explore/Reflect:  Students will have their retreat at St. Peter’s Mission and the Ursuline Centre to develop a sense of these former schools and what education may have been like at each.  They will read the historical summaries for these and other Catholic buildings in From Age to Age before the retreat.  Students will ask questions about the places and write thoughts and ideas in journals throughout the retreat. 

Explore:  Students are now ready to conduct their interview with someone from Catholic education’s history or present.  Each student will conduct 2 interviews (in pairs).  This will help us gather 36 interviews.  We have had numerous suggestions for people who’s stories would be very enlightening.  We hope to be able to get to most of them this year.

Quarters 2/4:
Tell:  Students are now ready to begin pulling all of their understandings into writings.  They will write historical fiction (stories) based on information from the interviews and their research as well as thoughts from their journals.  The six-stage story structure will be shared with them as a guideline.  We will call in adult mentors to aid in the development of these stories.  Students will be encouraged to focus on the historical accuracy of the details in the stories.  They will read excerpts from high-quality historical essays to get a sense of the expectations.

Tell:  Web site--Students will continue to develop the site built by last year’s group.  They will add facts as well as summaries of the stories they have learned to add depth to the site.

Tell:  Presentation--Students will give the second part of the Catholic Education presentation that they gave last year.  This one will present a summary of the history of schools from approximately 1950 to today. 

Funds requested

Archive Materials (Q1-4): Storage boxes, photo paper, photo copies, sheet protectors, binders = $100
Research Trip to Archives (Q1,2):  Copies, lunch = $120
Retreat (Q1,2):  supplies, food = $130
Oral Interview/DVD equipment (Q3,4):  recording equipment, tapes, DVD’s, software for audio editing = $500
Web Site Design (Q3,4):  Dreamweaver licenses--did not get purchased in 2005-06 = $800
Video Equipment (Q3,4):  mini DV camera, digital camera = $500
Winter Summit (Q3):  subs = $100
Presentation (Q4):  Food, table cloths, printing, displays, invitations = $450
Attend Youth Festival (Q4):  subs, rooms = $300
Total = $3000

Total requested: x

Resources pledged by School District

Research trip (Q1,2): Bus, driver, subs, meal = $250
Retreat supplies (Q1,2): subs, supplies, food, travel = $250
Web Site Design (Q3,4): Dreamweaver licenses = $400
Winter Summit (Q3):  subs, copies = $150
Total = $1050

Culminating Event or Product

x

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Sarah Zook
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Catholic Education in Central Montana:  Capturing Stories

, Project Director


Class or classes in which Project will be completed: 

Total number of students participating: 

Research Questions

Timeline of Activities

Funds requested

Total requested: 

Resources pledged by School District

Culminating Event or Product

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Sarah Zook
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Friday, April 21, 2006

Simms High School Project Proposal for 06-07 year
Simms High School

Josh Clixby, Project Director
Simms High School
Box 380
Simms, Mt 59477

Class or classes in which Project will be completed: United States History and English at the Junior Class Level

Total number of students participating: 40

Research Questions

A. The Essential Questions that are going to be asked are:
a. What the purpose of the Irrigation Distirct?
i. What roles did the irrigation district help in developing the valley?
ii. What were the causes of this development?
iii. What is the history of the irrigation district in the valley?
iv. How has the Sun River affected the lives of the people the Sun River Valley?
b. How has the role of the irrigation district changed
i. 100 years?
ii. 50 years?
iii. 10 years?
c. How has the role of water changed in the valley and how has the role of water stayed the same in the Valley?
i. What was or were the impact on community?
ii. How has technology, politics impacted economics in the valley?
1. How have those changed impacted the social fabric of the valley?
iii. What are the underlying myths and contradictions relating to the Sun River, water and the Irrigation in the valley.
1. What are the truths about these issues?
2. What can we learn about these issues?
d. What lessons can we learn by applying what we have learned about the Sun River, role of water and the irrigation district to that of any visibile national trends?
i. What is similar or different to significant national trends during the time period of study?
ii. Have national trends had a significant impact on valley culture?
iii. What are the myths and contradictions that exist in economic thought?

Timeline of Activities

For the 2006-2007 school year, we will also continue other vital aspects of the Heritage Project in
the Sun River Valley.

1. Continue oral interview of elderly people in the valley. The students will interview relatives or other senior citizens in the Sun River Valley.  Although we have many tapes of interviews dealing with specific subject areas we want to collect and transcribe summaries of a one-hour session, and add those transcriptions to our archival collection.
2. Students will participate in several research-based field trips in the Sun River Valley to research and archive historical data.
3. Heritage Fair that serves the entire Sun River Valley Community.
4. Continued interaction between adult mentors in the community who come to the school and classes to work with student groups. They accompany students on interviews of the elderly, provide expert advice in specific subject areas, encourage students to seek more help, work with students on individual projects.
5. Continued mapping of the Sun River Valley. With the use of data provided by Chuck Merja, students will continue to compile and archive maps of the Sun River Valley. The maps will be stored digitally as well as in printed form. Moreover, the potential to create scale model communities throughout the valley’s history from those maps.
6. Continued reading of texts by students that force them to examine how popular myths, assumptions and stereotypes prevent our realization or understanding of the truths that may exist underneath.

Project Management Plan
Activities and Resources:
8-9/06 Teachers will:
1. Locate all applicable reading germane for the project and make it available for the students to use during the project.
2. Plan for cooperative groupings and subject areas for study.  These topics will selected to allow for maximum achievement of gifted and included students as well as the general student population.
3. Plan for experts, elderly residents with many stories to share, who students will interview at the school or at local research sites. At the present time, we have working listed of over 50 names—and many of those individuals are interested in continuing with this process.
4. Establish the creation of a Heritage Fair that would include work from all potential classes and grades for the school.  To formally identify what each class would be doing for the completion of the Heritage Fair.
5. Plans for ways to alleviate stress created by the out of class requirements created by the Heritage Project.  The purpose is to make specific allowances of time to ensure class time is not interrupted throughout the year.
6. Plan for technological needs: computers, access to Internet, camcorders, dictaphones.
7. Plan for at least one if not two visiting artists through the Montana Arts Council as well as speakers who are eligible to speak through the Montana Committee for the Humanities.
8. Plan criteria and establish rubrics for the final project.
9. Publish information about the project in local papers, particularly requesting help from individual in the community with respect to specific histories and personal or family stories.
Student will:
1. In history class to examine American History in different ways examining myths, stereotypes. An emphasis on critical thinking skills and thinking beyond the course of history into the causes and consequences.
2. Begin reading important scholarly texts that relate to our project. Potential texts might be:
a. Collapse by Jerod Diamond
b. Lost Landscapes and Failed Economies, and Post Cowboy Economy by Thomas Power
c. Grapes of Wrath by John Steinbeck
d. Bad Land by Johnathan Raban
3. Begin basic work in varying classes on the Heritage Project and the Heritage Fair.
4. Will be introduced the basic information in History class to allow the students to become aware of the topic and to begin actively thinking about it.
a. Introduction to Montana Economic History
b. Introduction to American Economic History
5. Visit to Greenfield, Sun River Valley Irrigation District
a. Include archives
10/06 Teachers will:
1. In English introduce interviewing skills for interviews.
2. Introduce fundamental writing concepts that will be necessary in the project.
a. Researching Fundamentals
b. Writing Fundamentals
3. Begin ground work for project. Creation of any groups to facilitate research in the project.
Students will:
1. Conduct interviews of classmates or a teacher in a classroom setting to practice interview skills.
2. Select a community member or relative to conduct a 1 hour biographical interviews.
3. Create a life map in English and make an oral presentation in class.
4. Begin collecting artifacts for their Heritage paper and project for the fair.  Includes photo’s, videos, physical evidence and so forth.
11/06 Teachers will:
1. Escort the students to the Cascade County archives to do research on the project.
2. Formally assign project and hand out rubric and expressing expectation of the project.

Students will:
1. Will read a selected text by the English teacher that explores the issues of myth and stereotypes in the West.  Such texts would explore alternate views for the particular event. Students might read a text that explores the myths, contradictions and then contemplate answers to those questions. In the past students have read books by James Welch. 
2. Continue to study in library both individually and as a group their selected topic areas.
3. Also students will be exposed to the following resources:
a. Government Documents Section in the University of Montana Mansfield Library.
b. Great Falls Public Library, Montana Room—Cascade County Historical Society
c. Montana Historical Society-Helena
d. Sun River Valley Historical Society
e. Montana Arts Council “Artists in the schools, Artists in the Communities”
f. School annuals, local newspapers and school newspapers.
12/06 Teachers will:
In History collect a 2-3 page preliminary draft focusing on some aspect of the topic. Also assign an outline that will reflect their organization of the paper.
1. In English assign a paper that asks the students to explore their own cultural backgrounds and to examine an alternate view.
2. Begin formatting literary journal for the Heritage Project.
Students will:
1. Write preliminary drafts of the paper. The focus would be on the construction of a thought pattern not necessarily a paper with ample amounts of evidence.
2. Take the 2-3 page paper and use it as the base for a larger paper.  At this time students will be expected to work extensively to develop a clear thesis and organization pattern.
3. Create an in-depth outline that reflects their thought pattern for the paper.
4. Students will continue to work with primary evidence. Learning how to properly use the information and implement primary evidence into the paper and cite it.
01/07 Teachers will:
1. Read and grade first drafts of papers.  Those papers will be scored against the rubric handed out to the students and against the 6 trait scale to ensure consistency.
2. Teachers will attend winter conference meetings.
Students will:
1. Complete first drafts of papers. That would include an emphasis on the Sun River Valley’s history, primary local information that is properly cited and footnoted.
2. Obtain edited first drafts and work towards adding any needed additional information for the second draft.
3. Begin working on in all classes the requirements for Heritage Fair to ensure the completion of the Fair requirements by the middle of March.
02/07 Teachers will:
1. Collect the final drafts from students that would be considered to be printable quality.
2. Begin putting aspects of the Heritage Power Point together.
3. Papers will be given to community members for evaluation.

Students will:
1. Students will turn in final work for publication in literary magazine.
2. Be provided framework to work on putting together Literary Magazine and Heritage Slideshow
3. Begin working on Presentation for Helena Student Conference.
a. Constructing binders and presentation material
03/07 Teachers will:
1. Formally assess project grades for the year.
2. Select presenters for Heritage Student Conference.
3. Send in selected writings for assessment by Heritage Advisory Board.
4. Complete Grant for 07-08 school year.
5. Complete transcripts of interviews and submit them to the Montana Historical Society.
Students will:
1. Complete Heritage Project requirements.
2. Prepare for student conference in Helena.
3. Conduct applicable presentations for Heritage Fair for the Sun River Valley Community.

Funds requested

Books and Materials, including individual copies of books which address the various subject areas the students are researching, video and audio tapes, other supplies,
gifts for those interviewed: $ 700.00

Substitute Pay $ 300.00

Printing of Magazine (in the past we have used additional monies from Arts Council and MCH, but we can only apply once for those grants; we need the money since we give free copies to each student and to all those who were interviewed and who worked with the students--that’s over a hundred) $ 900.00
Travel expenses of teachers who transport students to various research sites $ 500.00

Montana Arts Council - Artist in the Schools $ 700.00

Lodging and transportation for students at Helena Conference $ 250.00

Telephone and major transportation in buses for visits to Cascade Co. Archives $ 150.00

More technological support:  Digital Camera’s, Digital Sound Recorders and funding help on a new computer that would allow for increased use of technology that is NOT currently available on our older PC’s.  $ 500.00

TOTAL $4,000.00

Total requested: 3000

Resources pledged by School District

(We understand that $1,000 of this money will be provided by the local school district. The district is also prepared to cover all telephone and transportation expenses.)

Culminating Event or Product

1. Heritage Fair in March
i. Students will create a posterboard
ii. Students will create an interactive exhibit that helps them present information that they have learned to the community.
iii. Create a group visual presentation that summarizes what the project has accomplished for the year.
2. Paper
i.  Work of scholarship.
ii. 7-10 page paper on a topic related to the Irrigation Project.
iii. Includes primary research conducted by the student.
3. Veterans Presentation
i. For the Valley Veterans
ii. Students will present what they have learned about the veterans they have studied as a part of the Veterans History Project.
4. Archive all interviews conducted
i. Transcribe all interviews
ii. Make copies and give the the Montana Historical Society.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Michael L Umphrey
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Wednesday, April 19, 2006

Buildings and Banks; Bungalows and Barns and People of the Valley
Harlowton High School

Nancy W. Widdicombe, Project Director
Harlowton High School
P.O. Box 288
Harlowton, MT 59036

Class or classes in which Project will be completed: English IV Grade 12

Total number of students participating: 20

Research Questions

I.  How does the architectual style in the Upper Musselshell Valley reflect the life style of the people of the Valley?
A.  What buildings from the past tell a story about Harlowton (e.g., the Graves Hotel, the stone stores on Main Street)?
B.  What does the presence of five bank buildings in Harlowton say about the hopes of the community in past years?
C.  In what time period were the numerous “bungalows” built?  What lifestyle do they depict?
D.  How important to a farm or ranch were the barns and sheds?  What can be told from the size, position, location, age of a barn about
the lifestyle of the farmer or rancher? 
II.  What has changed in our community and what has stayed the same?
A.  What buildings have been abandoned?  Why?
B.  What buildings have remained in use?  Has the use changed?  How?  Why?
III.  Who are the people of the Valley? 
A.  What is the background of the interviewees?
B.  Why have they chosen life in the Valley?  Why did they come?  Why did they stay?  What special trait have they brought to the Valley?
C.  What does tomorrow look like for Life in the Valley?

Timeline of Activities

October 2006— Marcella Sherfy comes to lecture on architecture, and the “Bunglow”
Marcella’s architecture scavenger hunt
Students involved in Student prepared Scavenger Hunt in downtown Harlowton, identifying architecture
November 2006 --Trip to Montana Historical Society for Research purposes
January 2007—Visit Newspaper Archives @ Times Clarion
—Tour Upper Musselshell Museum(s)
—Presentations at Wheatland County Courthouse by Clerk of Court, County Clerk and Recorder, Assessor, and
Superintendent of Schools
— Heirlooms from home and discussion of history
— Read text Montana Folks— students analyze style, voice and tone
— Students begin to practice interviewing skills
— Students chose Interviewee and set up appointments.
February 2007— Interviews completed, stories written, edited, checked for realiablility, prepared for publication
March 2006— Students begin research of buildings; day-long bus tour of countryside barns
April 2007 --Students finished with second part of research; book prepared
May 2007— Open House

Funds requested

One transcriber— $250
One Lexar Memory Stick— $50
One carrying case for camcorder—$50
Cassettes--audio and video, batteries, CD’s.— $400
Archive Material— $200
Student Conference—$300
Open House (invitations, decorations, etc.)— $250
Mileage for personal car for interviewing/transporting-- $300
Lunches/supplies for two all day field trips— $300

Texts/Research Sources
Ten additional copies of Johanek’s Montana Folks @ $18.00—$180
The Old Barn Book--A Field Guide to North American Barns—$20

Special paper for final book presentation — $300
Cartridges for printing first 100 copies of final book— $400

Total requested: $3000

Resources pledged by School District

Bus driver and mileage paid for two field trips $1000 (at $2 a mile, present rate)
Transportation for student conference $400
Phone calls, paper—$150
Substitutes 10 days @ $ 60 a day—$600

Culminating Event or Product

Students will organize an Open House for the community to present their work and to honor those people who were interviewed.
A book (Buildings and Banks; Bungalows and Barns and People of the Valley) will be prepared, holding the student’s work.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by nancywiddicombe
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Meagher County Native American Studies
White Sulphur Springs

Nancy Heggen, Project Director
White Sulphur Springs
405 South Central
White Sulphur Springs, MT 59645

Class or classes in which Project will be completed: Montana Heritage/PAD, 12th grade

Total number of students participating: 6-10

Research Questions

Essential Question:
1.What influence did Native Americans have to our local culture and geography?
2. How does our connection with Native Americans help us to understand their culture today?
3. How can we learn about place and identity by understanding those who walked before us?

Timeline of Activities

Outline of Monthly Activities
August: Research Montana Magazine for Native American studies in Meagher County. Study the geography of Meagher County and the correlation of place to Native Americans.
September 2006:Invite Otto Ohlson to speak on Native American influence in our area. Learn use of GPS. We will make a field trip to outlying areas of Fort Logan and possible turtle formation(pending) to find archeological remains of Native Americans and US soldiers. Put findings of GPS into a map with captions of information. Read Stay Away Joe by Dan Cushman and Fool’s Crow by James Welch
October 2006: Field trip to either Harlowton or other teepee sites to measure and record to include in our area map of GPS findings. Start writing papers on our findings and developments of Native American tribes to our area. Read Rising Voices by Arlene Hirschfelder and Beverly R. Singer.
November 2006: Complete papers and start to create a video, powerpoint, and a poster(like Libby’s 1910) of our findings. Students will develop a script with facts, photos, and video. Host an Veteran’s Day assembly. Students will interview veterans and celebrate the veteran’s accomplishments.
December 2006: Students will continue with project and compile their work for the Student Conference in March. Students will finish and finalize all work.
March 2007: Students will prepare and present to the community their work before the Student Conference. Attend Student Conference

Funds requested

Costs covered by Montana Heritage Grant
Classroom laptop computer w/programs of Microsoft and photo/video editing: $1500
Posterboard paper and stickers: $100
Food for fieldtrips: $200
Payment to landowners for fieldtrips (if needed?): $300
Printer cartridges for colored printer: $150
TOTAL: $2250

Total requested: $2250

Resources pledged by School District

Cost covered by School District #8
Printer/copier paper for project: $100
4 substitutes for 2 field trips: $280
2 substitutes for Winter Summit: $140
2 substitutes for Student Conference 2 days: $280
1 Bus driver for field trip(s): $300
1 Bus driver for Student Conference 2 days: $300
Rooms Student Conference for 1 night/3 rooms: $180
Student meals-2 lunches at $6.00 a person: $60
TOTAL: $1640

Culminating Event or Product

Students will put on a Veteran’s Assembly in November from the interviews they do.

Students will create a poster similiar to Libby’s 1910 poster. They will also create a short Public Service Announcement about their studies of Native Americans possibly for the PBS station.

Students will create a written portfolio of their experiences along with geographical points of interest to present at the Student Conference and community gathering.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by nancy b
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Corvallis Community Heritage Project
Corvallis High School

Phil Leonardi, Project Director
Corvallis High School
PO Box 700
Corvallis, MT 59828

Class or classes in which Project will be completed: Heritage Geography, 9th grade Geography

Total number of students participating: 20

Research Questions

1.  Who am I and how do I fit into this “place” geographically?
a.  Why do I live here and how does location influence this choice?
b.  How do the human and physical characteristics of this “place” impact the people of this region?
c.  How have we interacted with, modified, and adapted to the local environment?
d.  What types of common strands create a connection with this “place” between people?
e.  What types of similarities exist between our connections with “place” and those connections developed by people in other regions?

2.  How has the current landscape, both physical and cultural, changed over time?
a.  How has the “face” of our community changed?
b.  What traditions do we hold sacred while developing new traditions for a more modern setting?

3.  What parts of our world, national, and local history have helped define our community geographically?
a.  How have certain events through out the world impacted us?
b.  What lessons have we learned as we have passed through time?

4.  As our “place” has changed over time, what factors have had the most lasting impact on our physical and cultural landscape?
a.  How has population growth changed the make-up of our community?
b.  As we have grown, how what new changes have resulted in how we modify our environment?
c.  What types of patterns such as vocational, educational, spiritual, geographic, or historic have developed?
d.  What is the “character” or our community?
e.  How do we measure change?

Timeline of Activities

September:
a.  Geo-Portraits and the Five Themes of Geography
b.  Journaling

October:
a.  Homesteading
b.  Map/Compass Work
c.  Journaling

November:
a.  Tombstone Rubbing
b.  Archival research
c.  Polulation Analysis
d.  Journaling

December:
a.  Iconography
b.  Then/Now research
c.  Journaling

January:
a.  Falsehoods
b.  Journaling

February:
a.  Oral Interviewing
b.  Global Narratives
c.  Journaling

March: 
a.  Local Narratives
b.  Journaling

April-May:
a.  Genealogy
b.  Journaling

May:
a.  Heritage Night

Funds requested

Geo-Portraits:  $100.00 (art supplies)
Genealogy:  $350.00 (folders; research subscription)
Homesteading:  $125.00 (art supplies)
Journaling:  $45.00 (journals)
Tombstone Rubbings:  $125.00 (art supplies)
Heritage Quilt:  $350.00 (materials and construction)
Then/Now Portraits:  $300.00 (photo paper, printing supplies, frames)
Oral Interviewing:  $850.00 (audio/video tapes, replacement recorder)
Archival Research:  $750.00 (supplies)

Total requested: $2995

Resources pledged by School District

Office/Art Supplies:  $535.00

Fieldwork Travel:  $500.00

Culminating Event or Product

-Traveling displays of “Then/Now” photographs which are displayed at local businesses
-Annual Heritage Night in the spring of the school year where student-research is presented
-Copying and digitization of historic photographs for both community members and the local historical society
-Creation of a website for display of historic photographs for the world community to learn from

Products to archive at the Montana Historical Society:
-Copies of all oral interviews, tape logs, and transcripts relating to the Corvallis area

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Phil Leonardi
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A Study of Local Culture in Broadwater County
Broadwater High School

Darlene Beck, Project Director
Broadwater High School
201 N. Spruce Street
Townsend Montana 59644

Class or classes in which Project will be completed: English III and English IV- Juniors and Seniors

Total number of students participating: 120

Research Questions

How have family members influenced our lives?
How do the activities of families shape our communities?
What cultural factors shape our families? for example:  foods, traditions, customs, church, work, free time
&

What are the narratives that veterans have to share with students today?

Timeline of Activities

Our heritage work is rooted in our English curriculum.  We will utilize the Broadwater County museum to examine the history of various area families.  We will use literature to focus on a variety of cultures and elements within our local culture.  Students will formulate questions for their research papers and complete an oral interview from a family member as a part of the research process.  Drafting, editing and rewriting will be the focus and culmination of our project.

Funds requested

2 Transcribers $300
additional Tape Recorders, Tapes, CDs, supplies resource , storage boxes, display boards $1200
2 cameras, 2 carry cases, additional memory sticks $900
Lexar memory sticks $200
Student Conference Expense $400

Total requested: $3000

Resources pledged by School District

Laser Printer Cartridges for classroom and lab $700
Substitutes for Winter Conference/Youth Fest. $240
Copying $500
Classroom Literature Books/Additional Broadwater Bygones $700
Adobe photo editing program $400

Culminating Event or Product

We would like to display student writing and student created display boards in the lobby of the high school during 3rd quarter teacher conferences in February.  Students would be on hand to visit with parents and explain their project, displays and writing.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Darlene
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A Study of Local Culture in Broadwater County
Broadwater High School

Darlene Beck, Project Director
Broadwater High School
201 N. Spruce Street
Townsend Montana 59644

Class or classes in which Project will be completed: English III and English IV- Juniors and Seniors

Total number of students participating: 120

Research Questions

How have family members influenced our lives?
How do the activities of families shape our communities?
What cultural factors shape our families? for example:  foods, traditions, customs, church, work, free time

What are the narratives that veterans have to share with students today?

Timeline of Activities

Our heritage work is rooted in our English curriculum.  We will utilize the Broadwater County museum to examine the history of various area families.  We will use literature to focus on a variety of cultures and elements within our local culture.  Students will formulate questions for their research papers and complete an oral interview from a family member as a part of the research process.  Drafting, editing and rewriting will be the focus and culmination of our project.

Funds requested

2 Transcribers $300
additional Tape Recorders, Tapes, CDs, supplies resource , storage boxes, display boards
supplies for veterans’ program$1200
2 cameras, 2 carry cases, additional memory sticks $900
Lexar memory sticks $200
Student Conference Expense $400

Total requested: $3000

Resources pledged by School District

Laser Printer Cartridges for classroom and lab $700
Substitutes for Winter Conference/Youth Fest. $240
Copying $500
Classroom Literature Books/Additional Broadwater Bygones $700
Adobe photo editing program $400
provide maintainence and technology support in lab

Culminating Event or Product

We would like to display student writing and student created display boards in the lobby of the high school during 3rd quarter teacher conferences in February.  Students would be on hand to visit with parents and explain their project, displays and writing.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Darlene
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Tuesday, April 18, 2006

Artists by the Bay: How Art Changed Bigfork, Montana
Bigfork High School

Mary Sullivan, Project Director
Bigfork High School
P.O. Box #188
Bigfork, MT 59911

Class or classes in which Project will be completed: English III

Total number of students participating: 84

Research Questions

1. How have artists in Bigfork affected the transition in our community from a wood products/agricultural economy to one that is based on tourism and recreation?
2. How does the community of Bigfork affect those artists who choose to live and work here?
3. What impact did the Great Depression have on our community members who were living in Bigfork during the 1930’s?

Timeline of Activities

September:  Read Flathead Lake: Arts and Foods, a book published in 1950 by Bigfork’s first artists; learn how to write oral histories; develop a set of interview questions for Bigfork artists; conduct practice interviews
October:  Interview, photograph, audio and videotape Bigfork artists; transcribe interviews
November:  Select words and artwork from Bigfork artists to be included in book; write descriptions of artists and their work
December:  Set pages of artists’ stories and artwork; send “Artists by the Bay: How Art Changed Bigfork, Montana,” to the publisher
January:  Host community reception for artists
February:  Read “Out of the Dust” by Karen Hesse, a novel written in free verse that describes life during the Great Depression; this book will be read while students are studying the 1930’s in U.S. History
March:  Develop a set of interview questions for community members who are old enough to remember life during the Great Depression; interview, photograph, audio and videotape community mentors; transcribe interviews; write oral histories
April: Host a Mentor Dessert for participating community members
May: Update website

Funds requested

Interviewing Supplies (cassettes - audio & video, film, film processing, batteries, CDs, DVDs):  $405
Digital Camera:  $495
Digital Video Camera:  $595
3 Audio Recorders:  $435
Transcriber - $250
2 Ink Cartridges - $100
Refreshments for Community Reception for Artists and for Mentor Dessert - $295
Books: Out of the Dust by Karen Hesse - $425

Total requested: $3,000

Resources pledged by School District

Bus/Driver for Field Expedition to the Northwest Historical Society Museum:  $200
Substitute teacher and librarian for Winter Summit and Youth Heritage Festival (2 days each):  $480
Winter Summit (Helena) - School Van :  $135
Youth Heritage Festival (Helena) - Student Rooms:  $280
Youth Heritage Festival (Helena) - School Van:  $135
Curriculum Development for planning period time:  $1490
Paper/Photocopying invitations & programs for Artists Assembly and Mentor Dessert:  $50

Culminating Event or Product

Book - “Artists by the Bay: How Art Changed Bigfork, Montana”
Community Reception for Artists
Mentor Dessert

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Mary Sullivan
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Wednesday, April 12, 2006

Roundup High School Heritage Project 2006-2007
Roundup High School

Tom Thackeray, Project Director
Roundup High School
525 6th Ave. West
Roundup, MT 59072

Class or classes in which Project will be completed: English I, English III, Research Writing, US History

Total number of students participating: 70

Research Questions

How was our community affected by the national and international politics of the 1960s?  How is life different now as a result of the decade of the 1960s?  What lessons from the 1960s should guide our future?  How did 1960s literature reflect the culture of the 1960s?  What impact did media have on 1960s culture? 

Timeline of Activities

August - October Initial research and readings about the decade of the 1960’s.
October - December Formulate interview questions, interview and transcribe interviews.
January - February Transform interviews into polished product suitable for public presentation.
March 15 - Approximate date for Roundup Heritage Night.

Funds requested

1 - Ceiling Mounted DVD Projector and 2 ceiling mounted projection screens.
Projector - $850.00
Ceiling Mount - $200.00
2 - 70” x 70” Projection Screens - @$70.00 Total - $140.00

1 - External hard drive - $160.00
2 - DVD Burners - @$180.00 Total - $360.00
2 - Field Trips - @$325.00 Total $650.00
1 Field Trip to Great Falls to visit Malmstrom Air Force Base, CMR Museum, Steen Cottonwood Art at Paris Gibson Square (Steen is a Roundup native).
1 Field Trip to Bozeman to visit the American Computer Museum and the planetarium at the Museum of the Rockies.  Space travel to the moon and space exploration was a major issue in the 1960’s.
Photographic, audio, and other media for photography classes and other classes for ongoing photo archiving, etc. including recording of Heritage Project events and photo copy stand work with the Musselshell Valley Historical Museum - $640.00.
Mr. Schaff and Mr. Thackeray’s classes prepare their reports in class, so having the equipment to create and present their finished products are extremely useful.  Attempting to borrow DVD projectors and then projecting on the blackboard (as we currently do) is possible, but a better potential product would be possible with improved technology.  Schaff and Thackeray do not have common prep periods, and often both classes need the same equipment at the same time.

Total requested: $3000

Resources pledged by School District

Substitutes for Winter Summit and Youth Heritage Festival = $600.00
Bus, Bus driver and hotel rooms for Youth Heritage Festival = $400.00

Culminating Event or Product

The final product will be a multimedia presentation to the community on March 15, 2007 at the Roundup Community Library.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Dale Alger
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Tuesday, April 11, 2006

Discovering and Preserving Story through Family Heirlooms
Chester-Joplin-Inverness

Renee Rasmussen , Project Director
Chester-Joplin-Inverness
Box 550
Chester, MT 59522

Class or classes in which Project will be completed: Freshmen, Sophomores and Juniors

Total number of students participating: 60

Research Questions

What can family heirlooms tell us about who we are?

What can family heirlooms help us to understand about the people who saved them?

What can family heirlooms help us understand about the times the collectors lived in?

Timeline of Activities

FALL Freshmen:  Work with digital recorders and video cameras as they learn to interview.  (2 weeks)
FALL Sophomores:  Introduction to research through writing the This Week in Local History column.  (7 days)
OCT.  Sophomores:  Read Fool’s Crow.  (3 weeks)
NOV. Juniors:  Write initial Heirloom paper, interviewing family member.  (8 days)
NOV.  Present heirloom PowerPoint to parents during Parent Teacher’s Conference 3 days.  (create PowerPoints and present)
DEC./JAN. Use heirloom paper as basis to answer one of the three research questions- write paper.  (6 weeks)
FEB.  Transform research papers into product for parents--movies, papers, slide shows, etc.  (2 weeks)
MAR.  Parent’s/family night.  (1 week)

Funds requested

Video Camera with external mike capabilities $600
Stick for Video Camera $100
2 External mikes for video camera $ 80
6 Digital voice recorders with stereo mikes $600
Video tapes for recording $ 45
CDs for final projects $ 50
Archival Material for collected documents $200
Memory Stick for still Camera $100
Attending MHP Student Festival $800
Two tripods $ 50
Fool’s Crow 25 copies $13.00 each $ 325
Teacher’s helps for Fool’s Crow $ 50
Community Evening expenses $

Total requested: $3000

Resources pledged by School District

Computer lab with 30 computers $60,000
Printers $ 4,000
Photo Editing Software $ 2,000
Teacher’s prep time $ 2,000
Publishing Software $ 2,000

Culminating Event or Product

The final product this year will be personal videos and papers that stem from student research into family heirlooms, the time periods they represent, and the people who preserved those items.  Families will be invited to an formal presentation where students will read exerpts of their research and give the final products to the families.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Renee Rasmussen
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Tuesday, April 19, 2005

Simms High School Grant Proposal for 2005-06
Simms High School

Joshua Clixby, Project Director
Simms High School
PO BOX 380
Simms, MT 59477

Class or classes in which Project will be completed: English-US History Grade 11

Total number of students participating: 35 +

Research Questions

A. Examination of the layout and initial purpose of Fort Shaw military base. The Essential Questions that are going to be asked are:
a. Questions that will be asked about the Forts orgination:
i. What was the Fort’s impact on the surrounding community?
ii. How did the Fort help spur development of the Valley?
iii. What were the causes for its construction?
iv. What was the course of its history?
v. What are the myths surrounding the use of the Fort? 
b. What did Fort Shaw used to look like?
i. We will use Chuck Merja and his computer mapping system to look at what the base used to look like.
c. What caused the closure of the Fort? 
i. What was or were the impact on the surrounding community?
ii. What were the consequences of its closure on economy, society and the community of the Sun River Valley?
iii. What else existed in the valley before the Fort existed, while it existed and after it closed.
(Businesses, Roads, Families, Churches (St.Peters Mission) etc.

Timeline of Activities

Activities and Resources:
8-9/05 Teachers will:
1. Locate all applicable reading germane for the project and make it available for the students to use during the project.
2. Plan for cooperative groupings and subject areas for study.  These topics will selected to allow for maximum achievement of gifted and included students as well as the general student population.
3. Plan for experts, elderly residents with many stories to share, who students will interview at the school or at local research sites. At the present time, we have working listed of over 50 names—and many of those individuals are interested in continuing with this process.
4. Establish the creation of a Heritage Fair that would include work from all potential classes and grades for the school.  To formally identify what each class would be doing for the completion of the Heritage Fair.
5. Plans for ways to alleviate stress created by the out of class requirements created by the Heritage Project.  The purpose is to make specific allowances of time to ensure class time is not interrupted throughout the year.
6. Plan for technological needs: computers, access to Internet, camcorders, dictaphones.
7. Plan for at least one if not two visiting artists through the Montana Arts Council as well as speakers who are eligible to speak through the Montana Committee for the Humanities.
8. Plan criteria and establish rubrics for the final project.
9. Publish information about the project in local papers, particularly requesting help from individual in the community with respect to specific histories and personal or family stories.
Student will:
1. In history class to examine American History in different ways examining myths, stereotypes. An emphasis on critical thinking skills and thinking beyond the course of history into the causes and consequences.
2. Begin basic work in varying classes on the Heritage Project and the Heritage Fair.
3. Will be introduced the basic information in History class to allow the students to become aware of the topic and to begin actively thinking about it.
10/05 Teachers will:
1. In English introduce interviewing skills for interviews.
2. In History introduce the topic through lecture on the History of the Sun River Valley and Military in the west.
3. Begin ground work for project. Creation of any groups to facilitate research in the project.
Students will:
1. Conduct interviews of classmates or a teacher in a classroom setting to practice interview skills.
2. Select a community member or relative to conduct a 1 hour biographical interviews.
3. Create a life map in English and make an oral presentation in class.
4. Begin collecting artifacts for their Heritage paper and project for the fair.  Includes photo’s, videos, physical evidence and so forth.
11/05 Teachers will:
1. Escort the students to the Cascade County archives to do research on the project.
2. Formally assign project and hand out rubric and expressing expectation of the project.

Students will:
1. Will read a selected text by the English teacher that explores the issues of myth and stereotypes in the West.  Such texts would explore alternate views for the particular event. Texts that have been used in the passed have been texts by James Welch.
2. Continue to study in library both individually and as a group their selected topic areas.
3. Also students will be exposed to the following resources:
a. Government Documents Section in the University of Montana Mansfield Library.
b. Great Falls Public Library, Montana Room—Cascade County Historical Society
c. Montana Historical Society-Helena
d. Fort Shaw School, Fort Shaw, Montana
e. Sun River Valley Historical Society
f. Montana Arts Council “Artists in the schools, Artists in the Communities”
g. School annuals, local newspapers and school newspapers.
12/05 Teachers will:
1. In History collect a 2-3 page preliminary draft focusing on some aspect of the topic. Also assign an outline that will reflect their organization of the paper.
2. In English assign a paper that asks the students to explore their own cultural backgrounds and to examine an alternate view.
3. Begin formatting literary journal for the Heritage Project.
Students will:
1. Write preliminary drafts of the paper. The focus would be on the construction of a thought pattern not necessarily a paper with ample amounts of evidence.
2. Take the 2-3 page paper and use it as the base for a larger paper.  At this time students will be expected to work extensively to develop a clear thesis and organization pattern.
3. Create an in-depth outline that reflects their thought pattern for the paper.
4. Students will continue to work with primary evidence. Learning how to properly use the information and implement primary evidence into the paper and cite it.
01/06 Teachers will:
1. Read and grade first drafts of papers.  Those papers will be scored against the rubric handed out to the students and against the 6 trait scale to ensure consistency.
2. Teachers will attend winter conference meetings.
Students will:
1. Complete first drafts of papers. That would include an emphasis on the Sun River Valley’s history, primary local information that is properly cited and footnoted.
2. Obtain edited first drafts and work towards adding any needed additional information for the second draft.
3. Begin working on in all classes the requirements for Heritage Fair to ensure the completion of the Fair requirements by the middle of March.
02/06 Teachers will:
1. Collect the final drafts from students that would be considered to be printable quality.
2. Begin putting aspects of the Heritage Power Point together.
3. Papers will be given to community members for evaluation.

Students will:
1. Students will turn in final work for publication in literary magazine.
2. Be provided framework to work on putting together Literary Magazine and Heritage Slideshow
3. Begin working on Presentation for Helena Student Conference.
a. Constructing binders and presentation material
03/06 Teachers will:
1. Formally assess project grades for the year.
2. Select presenters for Heritage Student Conference.
3. Send in selected writings for assessment by Heritage Advisory Board.
4. Complete Grant for 06-07 school year.
5. Complete transcripts of interviews and submit them to the Montana Historical Society.
Students will:
1. Complete Heritage Project requirements.
2. Prepare for student conference in Helena.
3. Conduct applicable presentations for Heritage Fair for the Sun River Valley Community.

Funds requested

Project Budget -District Expenses and Grant Requests
Books and Materials, including individual copies of books which address the various subject areas the students are researching, video and audio tapes, other supplies,
gifts for those interviewed: $ 700.00

Substitute Pay $ 300.00

Printing of Magazine (in the past we have used additional monies from Arts Council and MCH, but we can only apply once for those grants; we need the money since we give free copies to each student and to all those who were interviewed and who worked with the students--that’s over a hundred) $ 900.00

Travel expenses of teachers who transport students to various research sites $ 500.00

Montana Arts Council - Artist in the Schools $ 700.00

Lodging and transportation for students at Helena Conference $ 250.00

Telephone and major transportation in buses for visits to Cascade Co. Archives $ 150.00

More technological support:  Digital Camera’s, Digital Sound Recorders and funding help on a new computer that would allow for increased use of technology that is NOT currently available on our older PC’s.  $ 500.00

TOTAL $4,000.00
(We understand that $1,000 of this money will be provided by the local school district. The district is also prepared to cover all telephone and transportation expenses.)

Total requested: 3,000?

Resources pledged by School District

I am not sure what needs to be paid by the school district. 

Culminating Event or Product

Heritage Fair: Students will complete a power point presentation and prepare oral presentations to give to the Sun River Valley Community. They will also in preparation for this project complete a presentation board and table for the public to view. Some students may choose to present a video, computer generated presentation in lieu of a presentation board. This presentation will be be done sometime in the middle of March at the latest.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Michael L Umphrey
(0) Comments  | Permalink


Thursday, March 03, 2005

Local Legacies
Libby High School

Jeff Gruber, Project Director
Libby High School
150 Education Way
Libby, MT 59923

Class or classes in which Project will be completed: Local Legacies 11-12 elective

Total number of students participating: 20

Research Questions

1. How did evolving technology enable the lumber industry to flourish in Libby?
2. What occupations were available in Libby in the 1920’s?
3. How did logging practices in the 1920’s affect the forest?
4. What issues confront loggers in Libby today?

Timeline of Activities

September: Read selections from Nuggets to Timber, Skid Trails: Glory Days of Montana Logging, by Darren Flanagan, and other pertinent books on local history.
Visit to the Heritage Museum.
Visit to the formal mill yard.
Logging site visit.
October: Mark White - Camp 7 overview.
2 full-day expeditions to Camp 7
Camp 7 documentation.
November: Visit local Stimson Lumber Company mill and local post and pole operation.
Interview logging industry workers.
December: Write logging occupation interviews.
January: Prepare and host community heritage evening.
February: Local Legacy selection and individual research projects.
March: Individual research projects/prepare for Youth Heritage Festival.
April: Completion of individual research projects.
May: Heritage Museum archives work.

Funds requested

1. DCR-DVD301 DVD Handycam Camcorder $800.00
2. 30 DVD-R Recordable - $150.00
3. Bus transportation - $400.00
4. Youth Heritage Festival rooms and meals - $500.00
5. Memorial Center rent - $400.00
6. Slide/document scanning and printing - $150.00
7. (2) Garmin GPSMap 60CS 56 MB GPS with Color Display, Digital Compass, and Altimeter - $600.00

Total requested: $3,000

Resources pledged by School District

1. 6 days of substitute pay - $420.00
2. 1 van to Youth Heritage Festival - $300.00
3. Plotter paper and ink, printing cartridges, copying services, long-distance phone access - $280.00

Culminating Event or Product

All student work will be submitted to the Heritage Museum as well as the Montana Historical Society.

A community Heritage Evening will present the findings of the students’ work.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Jeff Gruber
(0) Comments  | Permalink


Tuesday, March 01, 2005

Uniting a community: Collecting the Stories of Four Schools
Chester/JI (named later)

Renee Rasmussen, Project Director
Chester/JI (named later)
Box 550
Chester, MT 59522

Class or classes in which Project will be completed: 9th, 10th & 11th English, Multi-Media Class

Total number of students participating: 50+

Research Questions

Research Questions
#1) What do the residents of a rural community need from their school?
#2) What is the role of concrete objects, such as trophies, colors, mascot in identification of community with a school?
#3) What happens to a community when two schools consolidate?

The purpose of these questions is to collect not only the history of these schools that date to the time of the settling of Montana, but also to assess the impact of the schools on the communities they served and the impact of each school’s demise.

Timeline of Activities

Timeline
Fall 2005
Sophomore Class-intro to research with This Week in Local History--this year concentrating on histories of schools
Junior Class- Family Heirloom writing project, leading to school heirloom project:  Each student research one concrete, preserved heirloom from one of the four schools
Multimedia class:  Begin to learn necessary media programs:  Interviewing skills,
Winter2005
Junior Class: Systematic research into all four schools and their histories
GPS Geocache at all schools; marking something significant at each school site
Multimedia class:  transform junior research into multimedia presentation
Freshmen class:  help to write scripts for multimedia class, review research propose subjects for multimedia class to make into history minutes

Funds requested

MHP Expenses
Tapes $50
Ink for Printers $300
Adobe Photoshop Elements $350
Two Digital Video Cameras $1000
Video Disks/tapes $50
Trip to Student Conference $500
Two Digital Tape Recorders $150
Storage containers for artifacts $300
Adobe Photoshop CS $300

Total requested: $3000

Resources pledged by School District

School District Expenses
Computers/Internet Access $10,000
Planning Time for all activities $300
Paper $10
GPS Units $300





Culminating Event or Product

Final Product/Culminating Event
Series of presentations to the newly formed school community delinating the history of the schools.  Currently, we are playing with the idea of a series of displays as community/school events to make people feel included and at home in a school that may not be their home school. A final community event is also possible.
Organization and cataloging of artifacts from all four schools.
Collection and cataloging of interviews from graduates of all four schools.
Formal research paper recording the history and memories of school graduates.
Begin the plans for a display of the history of all four schools--Ultimate goal is a full display for all communities that include the history of all four schools, serving to preserve the history and unite a now divided community.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Renee Rasmussen
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A picture of Whitefish Montana in the 1960’s
Whitefish High School

D. Beth Beaulieu, Project Director
Whitefish High School
600 East Second Street
Whitefish, Montana 59937

Class or classes in which Project will be completed: English 9

Total number of students participating: 80

Research Questions

How do the people of Whitefish and their experiences reflect the ideas and ideals of the 1960’s in our country?
How did Whitefish differ from the major cities of our country in the 1960’s?

Timeline of Activities

September: Surveys

Create a survey to be placed in the local newspaper for citizens who lived in Whitefish during the 1960’s.
Analyze data from the surveys, send thank you notes and contact a selected group of individuals to interview for more information.
Choose a few individuals for oral histories (to include Vietnam Veterans)

October: Interviews

Practice interviews with peers.
Conduct interviews of several individuals from the 1960’s in small groups in the classroom.
Begin oral histories

November:

Share Vietnam Veteran oral histories at the Whitefish High School Veterans Assembly.
Read a novel set in the 1960’s—title, still to be researched
Research Whitefish Pilot through the microfilm reader in the Library.
Transfer selected 1960’s articles to online access for the community.
Design and create a “Whitefish in the 1960’s” calendar.

January: The 1960’s -a pamphlet of Whitefish

Participate in field excursion to Stumptown Historical Society and the County Library
Research major events in U.S. cities during the 1960’s.
Compile research from all previous and current work and write a pamphlet about Whitefish in the 1960’s.

March: Community presentation
Share work with the Whitefish community through a power point/film presentation about Whitefish in the 1960’s.

Funds requested

Publication of calendar and pamphlet— $1200.00
Set of novels—$900.00
Video and audio tapes, misc. camera supplies, printing cartridges—$300.00
Interview kits—recorders, transcriber—$600.00
Food for community presentation—$100.00
Microfilm Whitefish Pilot 1960’s—$100.00

Total requested: $3000.

Resources pledged by School District

Curriculum Development (teacher & librarian) for planning period time— $1300.00
Substitute pay for Field trip, Winter Summit and Heritage festival—$750.00
Heritage Festival transportation, per diem for students—$750.00
Paper, Photocopying, Printing—$100.00

Culminating Event or Product

Oral Histories
A calendar with pictures depicting Whitefish in the 1960’s
A pamphlet with student writings and pictures of Whitefish in the 1960’s

All of the above will be stored and shared with the community in the local Stumptown Museum.

A powerpoint presentation of the overall project
On line Whitefish Pilot articles from the 1960’s made available for the community.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by BethBeaulieu
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Monday, February 28, 2005

Church and the State:  Catholic Education In Central Montana
Great Falls Central H. S.,

Sarah Zook, , Project Director
Great Falls Central H. S.,
P O Box 1399,
Great Falls, MT 59403-1399

Class or classes in which Project will be completed: Computer Literacy, 10th graders

Total number of students participating: 30

Research Questions


Timeline of Activities



Brief history of Great Falls Central Catholic High School:
Great Falls Central was originally located in the building which is now Paris Gibson Middle School. It provided Catholic education for students in grades 9-12 until it closed in 1973 as the new CMR High School opened. In 2000, supporters of Catholic education decided to reopen Great Falls Central. Since the Paris Gibson building was taken and there was no money to build a new school, they worked out a deal with the University of Great Falls to use two of the classrooms in their gymnasium building (the McLaughlin Center) on a temporary basis. As the number of students per graduating class increased from nine to the current Freshman class of 25, Central has had to find additional space—using the gymnasium’s stage and adding two modular home units out the back of the McLaughlin Center.



*These activities will generate the content students will use to create the projects necessary to meet the Montana State Standards for basic technology required for this course.


September
Questions (Ask): The first step in the Project will be to get students to think about the history of their school (and of Catholic religion in the area) as it dates back to the first jesuit priests’ arrival in Montana back in the early 19th century and not just the last five years. Central students share many of the same issues as other small school students such as a lack of understanding about the complexities of their past as well as no ownership of their present or future. The goal of the Project this year will be to help students to discover the story of their school’s past and to help them create their own sense of place, even in times when they don’t have that physical space to call their own.  The first activity will be for students to write how they think Catholic education came to Montana, and specifically, Central Montana.  This will help to establish what preconceived ideas they have for comparison later.  Then, students will share them with the class to look for inconsistencies, gaps, and areas they have questions about.  These will form the starting list for the questions about the school and church’s history and what would they like to know more about.  Finally, they will write a description of Catholic education as it is today.

Questions may include:  Who are the students at Central?  Then and now?  What are their backgrounds? Then and now?  Why do students come to Central?  Then and now?  What did they study?  Then and now?  Why did the school open?  Why did it grow?  Why was it closed?  Who were the major decision-makers at all stages?  What was the students’ schooling like before Central opened?  And after?


*Throughout the Project students will be journaling their thoughts, questions, reflections, ideas, changes in perceptions, and conclusions.


Read (Listen): Students will read From Age to Age. A History of the Catholic Church of Eastern Montana.  Portions of this book provide some of the factual history of the Diocese and Central Montana.


Research (Listen): With questions in mind, students will take their first field trip to research at the Ursuline Center in Great Falls.  The Ursuline Center was one of the first Catholic schools in the Great Falls area and houses many primary documents related to its history.  Part of the field trip will include a visit to the on-site museum.  Once they have exhausted the sources at the Ursuline Center, students will take a second field trip to the Cascade County Archives also located in Great Falls.  These archives house another unique collection of early images of the Great Falls area including early school houses.  They also have on file stories from those who experienced the early Catholic schools and early Great Falls residents.  The Great Billings-Dioceses also has a lot of historical material that the students will read to begin to answer some of their questions and establish a basic understanding before conducting interviews.


October
Explore/Reflect: With a new feel for the depth of their history, students will then take their yearly retreat to one of the original Catholic education sites--the Ursuline Center or St. Peter’s Cathedral.  This retreat will be facilitated in conjunction with the Great Falls Central Religion teacher with the intent to have students ask questions about how they fit in to the Catholic schools’ history and how they can impact its future.


October-November
Explore: Before conducting their small group oral interviews, students will have the opportunity to listen to and ask practice questions of a guest speaker on one of the topics of interest to them.  Once they have a better understanding of the history of the schools as well as better formulated questions, students will conduct oral interviews with, nuns of the Ursuline Center, Great Falls Central and Ursuline alumni or their descendants, priests, etc. who are familiar with the history of the schools and who may help them to answer the questions they have generated.  This work will be done in pairs or individually with an adult mentor.  These interviews will be recorded in digital video format and burned to DVD’s for gift to the interviewee and for the archives at GFCCHS. 


December-January
Student Writings (Tell): Students will now create writings in which they relate their new understandings of the history of Catholic education, Central, one of the missions, or other topic from their research.  These writings may take the forms of essays of place, research papers, creative writings, or historical essays.  Students will use their journals while writing to recall preconceived notions and remember notable discoveries made along the way.

They may respond to questions such as:  Where were the original places of worship and education—how have they changed?  How have they stayed the same? Or questions from their original list of guiding questions (from Ask above).


February
Web Site (Tell): The final gifts of charity will be a publication and a web site.  The publication will display the student works generated through the Project and present state of/future glimpses of Catholic education in the Great Falls area.  The web site will augment the current imformation available on-line which is not particularly in-depth and displays no images or student writing. The existing web site is http://www.dioceseofgfb.org/History%20of%20Diocese/history%20of%20diocese.htm.  Depending on permissions granted to the school, we will either add to this site or create our own historical pages off the Great Falls Central site at www.greatfallscentral.org.  These pages will be written using Dreamweaver software which theoretically has the potential to allow on-line access to the GFCCHS Heritage database as well.


March
Presentation (Tell): Students will put together a Catholic History Evening where they will present the results of their research.  They will invite their interviewees and present them with gifts of writings and a DVD of their interview. 


November-March
Database (Tell): The students will also be responsible for adding their research to the cumulative Heritage Project Database created as a part of the 2004-05 Project. 

Funds requested

Heritage Project

Total requested: 3000

Resources pledged by School District

School District

Culminating Event or Product

The final products will include the historical web site, the searchable database, and the Catholic History evening.  During this evening, students will present readings and thank their interviewees by presenting them with DVD’s and the products of their writing.  The event will be held in the UGF Providence Forum and students will provide desserts and refreshments.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Sarah Zook
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Corvallis Community Heritage Project
Corvallis High School

Phil Leonardi, Project Director
Corvallis High School
PO Box 700
Corvallis, MT 59828

Class or classes in which Project will be completed: Heritage Geography, 9th grade

Total number of students participating: 20

Research Questions

Who am I and who are those that came before me?
-How do I fit into the picture of this “place� geographically?

Who were the people that came to this place long before me and what physical and cultural challenges did they face in shaping the place that I call home today?


How has the physical and cultural landscape been altered overtime?
-What lasting impacts do these alterations have on my community?

What influences in my life will impact the future of my community, state, nation, and world?

Timeline of Activities

September-October
Who am I and who are those that came before me?
-How do I fit into the picture of this “place� geographically?
1.  Geo-Portraits
2.  Our collective history as a community

October-December
Who were the people that came to this place long before me and what physical and cultural challenges did they face in shaping the place that I call home today?
1.  Homesteading:  Programs impact on Montana
a.  National program having local impacts
b.  Specific Mapping of Location
c.  Migration patterns
d.  The stark reality
2.  Native Creation Stories:  Modern Myth
3.  Postcards from the Prairie:  Evelyn Cameron
4.  Wollaston’s Homesteading
5.  PBS:  Frontier House
6.  Journaling:  Challenges the modern pioneer has faced
7.  Tombstone Rubbing
8.  Archival Research

December-February
How has the physical and cultural landscape been altered overtime?
-What lasting impacts do these alterations have on my community?
1.  Journaling
a.  Dating
b.  Traditions
c.  Pride
2.  Then/Now:  Iconography; Historic Mapping
3.  Population Explosion
4.  Falsehoods
a.  Sensationalistic Advertising
b.  Stark realities
-Education
-Crime
-Occupation
-Industry
-Society
5.  Quilting:  A means of creating a visual representation
6.  Displacement of Natives and other people(s)
7.  Oral Interviewing:  Getting the story from the eyewitness
a.  The Overarching Question:  -What is sacred?
b.  What local, state, national, and international impacts?
-Local Narrative
-Historic patterns

March-June
What influences in my life will impact the future of my community, state, nation, and world?
1.  My Community:  What was it?  What is it?  The Corvallis Minute
2.  My Family:  How have they shaped me?  Genealogy
a.  Personal Portfolio
b.  Personal Narrative

3.  Sharing of Information: 
a.  Heritage Night
b.  Student Conference
c.  Publishing

Funds requested

September-October

This period’s activities include the purchase of art supplies and student journals. 
Estimated costs:  $200.00

October-December

This period’s activities include the purchase of a classroom set of Out of the Dust, 30 minute maps of the Fallon, MT area, class set of orienteering compasses, art supplies associated with tombstone rubbings, modern creation myths, and microfilm copies supplied by the Ravalli County Museum. 
Estimated costs:  $400.00

December-February

This period’s activities require the purchase a new photographic quality printer for Then/Now, five rolls of microfilm from the Western News in the time period of the 1930’s, professional quilting, audio/video tapes for oral interviewing, replacement of broken lapel microphone.
Estimated Costs:  $1900.00

March-June

This period’s expenses include the purchase of student portfolios, video tapes for Personal Tales, travel to the Heritage Conference, and refreshments for the yearly Heritage Night.
Estimated Costs:  $500.00

Total Estimated Costs:  $3000.00

Total requested: $3000

Resources pledged by School District

All travel for field experiences:  $600.00
Replacement laser cartidges for printing:  $200.00
Mapping software:  $150.00
Purchase of GPS unit:  $200.00

Total:  $1150.00

Culminating Event or Product

Culminating Event

All classroom and fieldwork for Heritage Geography is sequential but must stand on its own merits.  Assignments are desgined to be shared with others in a variety of forms including public displays at local businesses, presentations to local groups through the Ravalli County Museum, and a yearly “Heritage Night” for our community during the month of May.  This does not include the importance of the Youth Festival in April where my student’s work is presented to others involved with the Montana Heritage Project.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Phil Leonardi
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Sunday, February 27, 2005

The People of the Upper Musselshell River Valley/Life in 1910 in the Valley
Harlowton High School

Nancy E. Widdicombe, Project Director
Harlowton High School
P.O. Box 288
Harlowton, MT 59036

Class or classes in which Project will be completed: English IV/Grade 12

Total number of students participating: 10

Research Questions

Who are the people who live in the Upper Musselshell River Valley?  Where did they come from and why do they stay in the Valley?  What are their stories and would they tell the same stories if they lived in another place? 
What was life like in the Valley in the 1910s?  What did people eat?  How did they entertain themselves?  What did they wear?
How has life changed for the people in Valley?

Timeline of Activities

January 15, 2006 to May 15, 2006
January 15--Students learn how to interview, to find and use primary documents, to analyze a photograph, and begin to read background material about the Upper Musselshell Valley from a variety of sources.  Introduction to reading material:  Pioneers of Yesteryears:  A History of Wheatland County; Terry Ortwein’s Harlo:  A Remembrance; L.H. Miller’s Just Reminiscing; and Spike VanCleve’s Forty Years’ Gatherin’s.
February--Students read an autobiography by a former resident which models a style of “story telling” with humor, historical concept, and sensitivity.  Trips are taken to the local newspaper to investigate the archives and learn how to use the newspaper for historical writing.  In Part I, The People of the River, students begin to schedule interviews with interviewees, research the family of the interviewees, interview and write rough drafts.
March--Interviews, other materials used in interviews (i.e., photographs, primary documents) are scanned, archived, and included in the final draft--the final publication is published.
April--Presentation at Student Conference is readied and presented; students return to Part II of the Project--the way of life in the 1910s.  Students will focus on fashion and dress of the era and conduct research and interviews with a goal of photpgraphing actual clothing from the 1910s.
Open House in May of 2006

Funds requested

$200 substitutes for field trips, student conference
$200 mileage for van for field trips
$100 mileage for personal car--transportation of students during research
$200 mileage for trip to Student Conference
$300 for rooms for students at Student Conference
$150 Invitations, postage, food and drink for the Open House
$300 for Textbooks including Fashion books (to be researched still)
$400 for zoom lens for present camera
$300 for printer for book publishing
$600 for a new camcorder
$200 for paper for final book
$200 for folders for research, archiving material, tapes, disks

Total requested: $2750

Resources pledged by School District

$200 for substitutes
$200 mileage for van for field trips
$200 mileage for trip to Student Conference
$200 for Bus Driver and room/Student Conference
$300 for indirect costs for copying, phone calls, photo paper, paper for book draft, batteries, disks, etc.
$1200 for new computer for the Project only
$200 for paper for the final book
$200 Binding material, use of binder

Culminating Event or Product

The final Project will be a book, the sixth in a series on the Upper Musselshell Valley.  Students will present their work in an Open House at the Harlowton Youth Center in May.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by nancywiddicombe
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Friday, February 25, 2005

The Village by the Bay: Artists of Bigfork, Montana
Bigfork High School

Mary Sullivan, Project Director
Bigfork High School
P.O. Box #188
Bigfork MT 59911

Class or classes in which Project will be completed: English III

Total number of students participating: 89

Research Questions

How has war, especially the war in Iraq, affected our community?

How have artists in Bigfork affected the transition in our community from a wood products/agricultual economy to one that is based on tourism and recreation?

How does the community of Bigfork affect those artists who choose to live and work here?

Timeline of Activities

September: Read The Things They Carried by Tim O’Brien and selections from The Good War by Studs Terkyl
October: Learn how to write oral histories and conduct practice interviews before interviewing, photographing and videotaping a war veteran, a gold star mother or a “Rosie the Riveter”; transcribe interviews
November: Write oral histories and make final preparations for the Veterans Assembly & Reception; set up a display of student work with veterans at the Northwest Montana Historical Society Museum
December: Read Flathead Lake: Arts and Foods, a book published in 1950 by Bigfork’s first artists; develop a set of interview questions for Bigfork artists; interview, photograph and videotape Bigfork artists; transcribe interviews
January: Select words and artwork from Bigfork artists to be included in book
February: Set pages of artists’ stories and artwork
March: Send “The Village by the Bay: Artists of Bigfork, Montana” to the publisher
April: Host book signing and community reception for artists

Funds requested

Refreshments for Veterans Assembly: $185
Decorations for Veterans Assembly: $60
Refreshments for Book Signing & Community Reception for Artists: $110
Decorations for Book Signing & Community Reception for Artists: $40
Interviewing Supplies (cassettes - audio & video, film, film processing, batteries, CDs, DVDs): $205
Lap Top Computer: $1200
Publish Book (The Village by the Bay: Artists of Bigfork, Montana): $1200

Total requested: $3,000

Resources pledged by School District

Bus/Driver for Field Expedition to Hockaday Art Museum and Northwest Historical Society Museum: $200
Substitute teachers (teacher & librarian) for Winter Summit and Youth Heritage Festival: $480
Winter Summit - School Van: $115
(Helena)
Youth Heritage Festival - Student Rooms: $280
(Helena) - School Van: $115
Curriculum Development (teacher & librarian) for planning period time: $1490
Paper/Photocopying Invitations & Programs for Veterans Assembly & Artist Reception: $60

Culminating Event or Product

Veterans Assembly
Book - “The Village by the Bay: Artists of Bigfork, Montana”
Book Signing: Community Reception for Artists

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Mary Sullivan
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The Big Wedding of White Sulphur Springs
White Sulphur Springs

Nancy Brastrup, Project Director
White Sulphur Springs
405 South Central Ave
White Sulphur Springs, MT 59645

Class or classes in which Project will be completed: U.S. History, Juniors (11)

Total number of students participating: 20-24

Research Questions

Essential Question: 1.What are your family wedding traditions?
2. What are some memories of weddings?
a. Do these memories help us form/mend/break bonds with our families?
b. Are these memories that will continue to be told for many years to come?
3. What types of correspondence were utilized to keep everyone abreast of the wedding events?

Timeline of Activities

December 2005: Read Art Watson’s book, “Dead Man with a Gun”
January 2006: Begin interviewing members of the community. We will make a field trip to outlying areas of Ringling, Lennep, and Martinsdale. Students will type up transcripts, and write a paper on their findings.
February 2006: Begin writing the play script based on the interviews and researching period clothing, articles, and recipes.
March 2006: Play Practice, cooking, creating PowerPoint, and attending the Student Conference.
April 2006:  Presentation of the play

Funds requested

Film and processing : $250
Video/camera: $600
Food for Play/meetings at surrounding community: $300
Costumes: $500
Props: $500
Publishing equipment and paper: $750
Recording: Tapes, CD’s: $100

TOTAL: $3000

Total requested: $3000

Resources pledged by School District

Printer Paper for play and book: $100
Substitutes for the following:  2 substitutes for field trip: $120
2 substitutes for Winter Summit: $120
2 substitutes for Student Conference for 2 days: $240
1 Bus driver for field trip: $150
1 Bus driver for Student Conference for 2 days: $300
6 days of Teacher Pay: $150 per teacher = $900

TOTAL: $1830

Culminating Event or Product

In April, the students will present their work in a play format to the community. In addition, they will put their writing format into a binder and will have several copies available to the interviewees and other community members. 

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by nancy b
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Thursday, February 24, 2005

Roundup High School Heritage Project
Roundup High School

Tim Schaff, Project Director
Roundup High School
525 6th Ave. West
Roundup MT 59072

Class or classes in which Project will be completed: English I, English III, Local Legacies, Research Writing

Total number of students participating: 80

Research Questions

1. What does it mean to be a community leader?
2. Who has demonstrated community leadership in the past?
3.  Who currently demonstrates community leadership?

Timeline of Activities

August - October Identify through research past and present community leaders.  Read “Small Town Renaissance” in English III and Local Legacies.
October - December Formulate interview questions, interview and transcribe interviews.
January - February Transform interviews into polished product suitable for public presentation.

Funds requested

2 - Olympus DS-330 Digital Recorder + WAVpedal 5 Software CD + USB Foot Pedal + LHT-ST Lightweigh bud-style headset with 3.5 mm straight plug @ $295.95 = $591.90
2 - WAVpedal for currently held Sony ICD-ST25 Recorders @ $190.00 = $380.00
4- MM-BSM-7 (Panasonic 61 Series) Miniature Stereo Binaural mics @ $64.89 = $259.56
Photographic, audio, and other media for photography classes and other classes for ongoing photo archiving, elder interviews, recording of Heritage events and photo copy stand work with the Musselshell Valley Historical Museum = $645.00
1 - Canon Optura 500 Digital Camcorder = $854.00
1- Field Trip to Helena = $269.54

Total requested: $3000

Resources pledged by School District

Substitutes for Winter Summit and Youth Heritage Festival = $600.00
Bus, Bus driver and hotel rooms for Youth Heritage Festival = $400.00

Culminating Event or Product

The final product will be a final cut video of leadership forums and resulting student and community conclusions.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Tim Schaff
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Thursday, February 17, 2005

Broadwater County:  The Fires of 2000
Broadwater High School

Darlene Beck, Project Director
Broadwater High School
201 North Spruce
Townsend, Montana 59644

Class or classes in which Project will be completed: English III and English IV Jr. and Sr.

Total number of students participating: 60

Research Questions

What affect did the fires of 2004 have on the residents of Broadwater County?
What was the reaction of the community to the fires of 2000?  How did the fires divide the community?
What actions were taken to heal the community?  Retrospectively, how has five years affected the community’s
relationship?

Timeline of Activities

Sept. October
1. Research and study the five fires that affected Broadwater County in 2000
2. Interview forest service personnel, firefighters, suppliers, farmers/ranchers/loggers concerning the fire’s effects.
3. Visit and photograph current status of the Maudlow-Toston, Magpie Gulch, Avalanche Gulch, Bucksnort
(Canyon Creek) Cave Gulch fire sights—accompanied by forest service personnel—possibly map perimeters of
new growth using GPS- (Mapping was questionable with the Forest Service, when I visited; we need to explore this
further.)
Nov-Feb.
1. Read The Big Burn by Jeanette Ingold;
2. Research area fire history with Helena Forest historian and archeologist, Carl Davis
3. Write narratives based on research and interviews from information gained

March
1.  Create a book of stories and a powerpoint presentation of student information

Funds requested

two digital cameras $600
ink cartridges for laser printer $750
Interviewing supplies:  CDs, DVDs, cassettes, 5 recorders, disks, 2 jump drives, $ 400
DVD burner $250
60 novels The Big Burn $400
binding supplies/paper for book $250
student conference expense $200
substitute teacher for GPS/Biology teacher $150

Total requested:  $3000

Resources pledged by School District

GPS units (150-200 each) if needed will be provided by BHS School to Work Program
Arc View Program in computer lab—will be funded by School to Work program
Copying expense for book $200
Substitute teacher (4 days) $300
Bus/ Driver student conference $500
Bus/Driver for fire review $200
Supplimentary reading materials $250

Culminating Event or Product

The students will assemble a book that will reflect upon the fires, the community response, and perspectives of the forest service administration and firefighters, the farmers and ranchers, loggers, suppliers, and the clean up crews.  The book reflect how the community looks back on this disaster five years later. 

The students will assemble a power point depicting the ALERT process that they used in completing the project.  The students will display the book and power point in the community library for a one month time period so that the community might share the results of the project with the school and community members.  A formal presentation will be considered.

Assurances. The School Administration assures that the school will: (1) Support the educational goals listed on the Montana Heritage Project home page (http://www.edheritage.org); (2) Provide the Montana Heritage Project Director with data as needed for project evaluation; (3) Provide time as needed for teacher inservice, curriculum development, and instructional planning to implement the project as described in this application; (4) Allow teachers listed as team members in this application release time to attend a two-day Summit Conference in Helena in February and a 2-day Student Conference in April; (5) Support staff members in writing and speaking about the Montana Heritage Project in professional and community settings; (6) Support the development of connections to the community as described in this application; (7) Show district support of at least $1000 (or, if the grant request is for less than $1000, district support equal to the amount requested). Indirect costs can be used as part of the district support.

____________________________________
Superintendent/Date

____________________________________
Principal/Date

____________________________________
Local Project Director/Date

Posted by Darlene
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