Conferences and Training

The Real Work: Essays from the Youth Heritage Festival

We’ve finally got the Heritage Online Magazine built, so we’ve begun posting essays from the Youth Heritage Festival. We hope you send your students to read these, as models for their own work and as sources of inspiration for what is within their reach.

The essays are quite different in many ways, but one thing they share is that in each of them relationship emerges as an important theme. Each writer’s topic aims at a deeper understanding of people in the past, and each writer’s research method involves making or strengthening relationships with a source who can shed some light.

Though writing is done in solitude, it’s an inescapably social act for many reasons, including the simple fact that language itself is fundamentally social. As we grow, we become aware of others long before we become aware of ourselves. We come to consciousness within the language that those around us use. Dialogue precedes monologue.

For these young Montanans to write as powerfully as they do, they must have had good teachers, going back years. Some were classroom teachers, no doubt, but there were also those who held them on laps and read stories and those who spoke only through books. Every writer makes his or her voice out of communities or even multitudes.

Real writing—honest writing—is an important form of human relationship.

These essays are real writing. They aren’t cut and paste jobs or quick assignments cribbed from the internet. They’re works of creative scholarship by living minds. Because of that, they’re useful in many ways. They teach us things. They help us feel things worth feeling.

And they remind us why the ability to write well has always been taken as prima facie evidence of a quality education. Since writing well is a high order skill, it can’t be done unless a host of subskills are also done well. Not only do good writers have control of the complex apparatus of language, they also know facts and understand ideas and have some vivid and precise sense of the relationships between them.

And so we celebrate when our young people bring us these gifts of scholarship.

Just a note on the selection process: these essays were chosen by Heritage Project teachers, staff, and an outside evaluator as excellent examples of student writing. The evaluators were looking for essays that documented, and added to, a community’s or a person’s history. These essays that rated highest were well-researched by using primary and secondary sources and by interviewing local residents and participants. They’re good examples of local history and we’re pleased to offer them for your enjoyment. 

Posted by Michael L Umphrey on 11/17 at 10:44 PM
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©2005 Montana Heritage Project

Roundup Montana Study 2

These were Lindsey’s press releases about forums.  We have photos, but they didn’t paste:

Local Students Conduct Montana Study

Local community leaders met in the Musselshell Valley Historical Museum meeting room with Roundup High School students in the first of six community meetings Tuesday evening September 13.  The meetings are part of a Montana Study being conducted by students in conjunction with the Montana Heritage Project and are based on meetings held in Montana during the 1940s designed to improve life in small communities.

The discussion focused on the role and impact of government in Roundup, and the panel consisted of past and present community leaders: Senator Kelly Gebhardt, Representative Alan Olson, county commissioner Mike Kilby, mayor Bill Edwards, former mayor Almeda Moore, director of public works Pat Charlton, former director of public works Gary Thomas, and former member of the Montana Constitutional Convention Don Belcher.

Members of the group were quick to praise others, but modest about their own accomplishments.  According to Alan Olson, “What you might see as an accomplishment is often a work in progress.” Pat Charlton added, “You don’t do it for the accolades. You do it because it’s the right thing to do.”

While the theme of Tuesday’s meeting was Government, upcoming meetings will focus on Business September 26, Agriculture October 3, Religion October 10, Education October 17, and Medicine October 24.  A final presentation November 7 at the Roundup Community Library will provide a summary of the information gathered by the students from the six meetings.  Community members are welcome and are urged to attend.  Meetings begin promptly at 7pm and conclude by 9pm.  Questions should be directed to Roundup High School Heritage Project teachers Dale Alger, Tim Schaff, or Tom Thackeray.

Second Community Forum Discusses Business
By Lindsey Appell

The Mussselshell Valley Historical Museum basement was filled with students, as well as adult community members on Tuesday, September 27, as the second meeting of the Roundup Montana Study Group was called to order.  Present were five representatives of prominent local business.  They included Aynett Johnson (The Bloomin’ Shack and Chamber of Commerce President), Phyllis Adolph (Roundup Record Tribune), Gil Majerus (1st Security Bank), Dave Picchioni (IGA), and Pat Perrella (Mike’s GMC Truck).

After a brief introduction from Dale Alger for all newcomers to the Montana Study, the meeting launched right into discussion.  All of the representatives echoed a common theme that can be summarized as thus:  “Trade in Roundup First.” Many local businesses are losing to competition from franchises in Billings, such as Wal-Mart, and feel that they can serve the townspeople’s needs just as well, if they are given the chance. 

Trade was not the only thing discussed, however.  Youth and Roundup’s unity were also main topics of discussion.  Dave Picchioni stated a sentiment that was felt by most present:  “The community is growing apart.” There were many ideas suggested that could aid in this problem, many of them revolving around the community and school activities.

There was also much reminiscing and historical discussion, and our representatives proved themselves to be a wealth of information about Roundup’s past.  After all, if we cannot learn from the past, how can we expect to change the future?

Agriculture Forum
by Lindsey Appell

Agriculture was the focus of the third meeting of Roundup’s Montana Study, which was held on Tuesday, October 4.  Though few representatives were able to attend, many points were brought up, ranging from the government’s influence on the agricultural community 4-H, FFA, and other ways of getting the youth of Roundup involved further in agriculture.

Government regulations and acts such as the Endangered Species Act and the Clean Water Act were discussed in depth by the representatives, who included Bob Goffena, John Pfister, Shirley Parrott, and Loren Appell.  Most of the representatives shared a common feeling that government restrictions are too strict and difficult to work with.  John Pfister strongly pushed for finding a happy medium in regard to these regulations.

Youth were once again an important part of Tuesday’s discussions.  Attendees discussed possibilities for increasing the interest in agriculture among youth.  Some felt that more agriculturally-oriented programs should be offered within the schools, and others thought that 4-H should be better promoted and encouraged, and an FFA program should be introduced to Musselshell County.

In the end, important topics were brought up and the question-and-answer session was a success, but the representative turnout was somewhat disappointing.  The more people who attend, the more successful the Montana Study will be, and we hope to see more representatives at future meetings.

Religion is Focus of Community Meeting
by Lindsey Appell

The turnout was excellent at the fourth meeting of the Montana Study, with five of the invited representatives present, and Dale Alger acting as a substitute for two others.  In attendance were ministers from many of Roundup’s prominent churches, and among them were Marvin Seiler of the Roundup Assembly of God, John Bennett of the First Southern Baptist Church, Tony Schuster of St. Benedict’s Catholic Church, David Jones of the New Life Community Church, and John Iverson of the Emmanuel Baptist Church.  Dale Alger represented the First United Methodist Church in place of Carter and Myrna Havener.

Each of the representatives was asked his opinion on Roundup’s economic state, and two observations stood out above the rest.  David Jones described Roundup as being a “host city” with a come, get, and go economy, and Tony Schuster described our town as being a “bedroom community,” in which people live, but work elsewhere.  It was also mentioned that churches have an effect on the community by providing locations for weddings, funerals, and the like, which bring people to town.

All of the members of the Ministerial Association strongly believe that Roundup’s youth are its future.  However, they also recognize the lack of opportunities, career-wise and recreationally, in the town.  Some asked, “What can we do for you?” and others pointed out that oftentimes recreation is a matter of choice.  One minister even described putting the time and effort into setting up an event and having “three people show up, twenty-seven minutes late.” Most present thought that there was much we can do to improve out community recreationally and to provide more opportunities for the youth.

The religious leaders of our community are aware of the problems we face.  Even so, they remain optimistic and believe that Roundup’s future is a bright one.

Education is Focus of Roundup Montana Study Meeting
By Lindsey Appell

With thirteen of the invited representatives present, attendance alone made the fifth meeting of the Roundup Montana Study a success. The meeting focused on education, one of the largest employers in the community.  Forum participants included Kathy Pfister, Barb Crosby, Madeline Cooper, Margaret Lekse, Cathy Ray, Bill Milton, Anne Newell, Bill Schlepp, Chad Sealey, Kelly Haaland, Jim Schladweiler, Kim Kuzara, and Joe Ingalls.

Money is possibly the biggest problem facing Roundup’s education system. Over 50% of Roundup’s students qualify for free or reduced lunches, and many of the educators feel that a lot of money made in Roundup leaves the community and goes to Billings instead. Low enrollment causes problems as well as lower enrollment leads to less funding.

As a government institution, public education is naturally greatly influenced by the federal and state governments. Acts such as Title 9 and the No Child Left Behind act have made many changes in the school systems, both good and bad. With each new federal and state administration such changes are made, and the schools have to adapt.

The representatives believe that education has made some good forward steps, and not just through government support and funding, but through individual motivation as well. The curriculum is expanding in schools, and education is geared toward everyone at any level. Some time was also taken to honor the successes of past educators such as the late Dr. Jay Erdie.

The local economy was discussed too, and once again the feeling was expressed that many people are spending most of their time and money in Billings, turning Roundup into a bedroom community. Some teachers also pointed out that students with parents who have to commute to Billings every day face their own unique challenges. All agreed that something to stabilize the economy is greatly needed.

Despite the challenges we face, however, it seems that no one doubts that solutions can and will be found. Adaptation and searching within the community are essential to our survival and all present believe we are up to the challenge.

Medical Community Meets RHS Students
By Lindsey Appell

Seven representatives from Roundup’s medical community attended the sixth forum of the Montana Study, completing the series of forums with the exception of the final meeting and presentation to be held on Monday, November 7th.  The forum members in attendance were Marge Jorgenson, Karen Erdie, Theresa Wagner, Ken Kellum, Trish Christensen, Anne Wiggs, and Sherrie Tate.

Once again, one of the major themes of this meeting was the need to look for services in Roundup first, before heading to Billings. According to Ken Kellum, only 35 to 40 percent of Roundup’s medical needs are actually looked for in Roundup. The forum members were adamant in their belief that Roundup’s Emergency Room has the same capabilities as those in Billings, and that people often don’t realize all of the services offered by the local hospital. Many insisted that the people of Roundup need to take a long, hard look at what the hospital has to offer before taking their needs to Billings.

Government control and regulations were also topics of discussion, and the effects of Medicaid and Medicare were discussed at great length. “[The government] completely regulates what we charge,” stated Trish Christensen. Due to the fact that a high number of Roundup’s citizens rely on Medicare or Medicaid to aid them in paying for medical expenses, the government plays a key role in the medical community.

Roundup’s youth’s role in the future of this community was a topic of great concern to the medical representatives. All seemed to feel that the minds of today’s youth are needed to shape the future. They were impressed with the educational system, and the preparedness of the students in the fields of math and English. However, they would like to see more young people come back to Roundup after their higher education is completed, in order to aid in the development of Roundup. Despite this, there was a feeling of understanding present as well. Trish Christensen related to the youth, saying, “You’re not the first generation to want to get the heck out of here,” and most agreed that the community has to better identify the needs of its youth if it wants to keep them here.

Roundup’s medical community is all about perseverance and service to the community. When historical leaders of the medical field were discussed, many mentioned Dr. Harding as an example, simply because he worked so hard just to keep the hospital open. The medical workers are optimistic and working hard in that tradition, in the hopes of reaching that brighter future on the horizon.

Final Montana Study Meeting Held
by Lindsey Appell

The Montana Study finally came to a close Monday night with a student presentation and forum. In attendance were many representatives from previous meetings, as well as parents and classmates of the student forum members. The meeting began in much the same matter as the previous ones with a brief introduction for newcomers promptly followed by the start of the forum.

The forum gave to those in attendance what many of the representatives had asked for: student input. The student forum, consisting of juniors from Tim Schaff’s English III class and a sophomore from Thomas Thackeray’s Accelerated Honors English class, answered the same questions that were presented to the adult forums with passion and insight.

Education, naturally, was the central focus of the meeting, and the students felt that in-class discussion and hands-on projects are necessary for effective teaching and learning. They were not afraid to admit to boredom and frustration in school, but they also felt that things could be done to fix the problem and to make school more enjoyable.

Following the forum a Power Point created by Tessa Mosdal, Abby Newell, and Lindsey Appell was presented. The presentation reflected upon the many themes discussed throughout the study, and what we can learn from them. Photos and memories were presented in a slide show following the presentation.

The intention of the Montana Study is not to create an action committee, but rather to present ideas for improvement and to allow Roundup’s citizens a chance to reflect upon what they can do to make life better here. The purpose of the study was to remind ourselves that hope is still alive if we are willing to step up to the plate.

Posted by Thackeray on 11/16 at 05:19 PM
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©2005 Montana Heritage Project

Instructions for submitting a lesson plan

Post in the “lesson” blog in the control panel. You must be registered to access the control panel:

Writing good lesson plans is intellectually challenging because the teacher needs to consider many different levels–the standards that are being taught, the ability levels students bring to the lesson, the activities that are undertaken, the emotional and cognitive dynamics of the classroom, and where the unit of which the lesson is a part is headed. Their very difficulty makes good lesson plans very useful for other teachers. Experienced teachers will adapt lesson plans freely to their needs, but having a repository of thoughtful possibilities saves time and leads to better teaching.

Background information or rationale for this activity

Provide introductory and background information for the teacher. This should include the curriculum (the information content) to be taught and which of the ALERT skills will be practiced.

Grade level: Specify the grade levels for which this lesson might be appropriate.

Subject: What subjects might this lesson be appropriate for? e.g. English, geography. . .

Cite standards addressed by this activity

Quote the standard(s) that will be addressed by this lesson, and provide a citation (is it a district, state, or national standard?)

List learning objectives of this activity

An objective is a description of what a student will actually do that can be observed by the teacher, to draw inferences about what the student has learned. The verb is key to the objective: a student might classify, compose, construct, define, describe, demonstrate, distinguish, estimate, identify, interpret, locate, name, order, solve, and so on. . .

Describe steps teacher will follow

Provide a description of what the teacher does during the lesson, including how the lesson will be introduced, what instructional techniques will be used (providing the “hook,” telling a story, giving directions, checking for understanding, modeling a skill, outlining a procedure).

Describe steps students will follow

Provide the sequence of activities students will follow, including the exact problems, projects, or activities that will be used.

Describe the assessment process

Describe how the teacher will assess student understanding or skill (what questions will be asked, what tasks will be monitored, what work will be assigned and evaluated). This assessment should flow directly from the lesson objective.

What extension activities may be used?

How might individual students or student teams go beyond this lesson? What homework assignments might allow skill practice or concept development or knowledge enrichment?

Additional resources

List articles, books, websites, media or other resources that may be useful with this lesson.

Posted by Michael L Umphrey on 10/14 at 11:02 AM
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©2005 Montana Heritage Project
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