Resource Material Collected by Joe for Distribution to Teachers
Purchased by the Appalachian Heritage Alliance
Following is a list of educational resource material collected by Joe on his bicycle trip. The material is for you to use in your classroom. Please contact David at (606) 725-4860 or at teacher@AppalachianHeritageAlliance.org to make arrangements for acquiring the material. Please return it when you are through so other teachers can have a turn.
Items will be added as Joe sends them.
Although we are targeting fourth and fifth grade students, we will gladly accommodate any classroom teacher, student, or grade level. For example, if a high school class is interested in a "hands-on", real world, lesson in journalism, marketing, web and graphic design, advertising, etc, contact us.
Remember: Cash Prizes for best large classroom maps following Joe's big ride. All elementary schools, from anywhere, are eligible.
$100 First Prize, $50 Second Prize, $25 Third Prize.
Joe has taken thousands of interesting photographs during his trip. Many photos were of places or things specifically requested by the teachers. We are editing and organizing them onto CD's covering individual states. If you want them sooner, I can easily make you a CD and you can edit them yourself. These would be great for: adding to your maps, using in reports on various states, using in reports on specific topics, making a slide show to post on your school website.
Telephone Conference/Speakerphone Calls
Joe is happy to call your classroom on the telephone to talk to the students and answer questions. Pam Miller's class used a speakerphone and each of the students got to ask Joe a question. It was a wonderful learning experience. To make arrangements for Joe to call your class, contact David.
DVDs, CDs, VCR
Mesa Verde National Park- DVD
60 minutes. Dr. Robert H. Lister, former Chief Archeologist, National Park Service. Topics: Ancestral Pueblo People, structures, artifacts, ancient Puebloan and Freemont People in Western Colorado.
Arches National Park, "Windows in Stone"-DVD
50 minutes. Topics: Breathtaking scenery of Arches National Park, geologic history.
Crazy Horse, "Dynamite and Dreams"-DVD
53 minutes. This is the inspirational theater film shown at the Crazy Horse Visitor Center.
The Oregon Trail- DVD
2 hours divided into four 1/2 hour programs. Produced by a 4-time emmy-winner. Topics: Lewis and Clark, the Asrorians, the Whitmans, the Great Migration, Reasons behind the journey, Life on the Trail, Encounters with Native Americans, plus all the key sites along the way.
Those Who Came Before, southwestern archeology in the national park system- DVD
60 minutes. Robert and Florence Lister. Topics: Pre-Columbian Pueblo People, buildings, artifacts, irrigation systems, archeological record, oral traditions. Filmed at 12 national park sites.
Cumbres and Toltec Scenic Railroad-DVD
60 minutes. One of the finest of America's preserved railway museums and one of most beautifully scenic railroad adventures. Steam. Authentic. A museum on wheels.
Explore Colorado- DVD
70 minutes. Topics: 9 National Parks and Monuments, 8 scenic highways, 6 scenic railroads.
Legends of Monument Valley- DVD
60minutes. Action packed true story of ruthless campaign against Navajo people, treasure seekers. What really happened in Monument Valley rather than the "Cowboy and Indian" movies that were later filmed there. 45 minute bonus feature.
The Mystery of Chaco Canyon- DVD
56 minute video and extensive Teacher's Guide (PDF format) Narrated by Robert Redford. Topics: astronomical and archeological achievements of early Native Americans, importance of ceremony, cultural connections, concept of time. Also broadcast as a national PBS educational program.
The Mammoth Site- DVD
55 minutes. Dr. Larry Agenbroad. A visit to a National Natural Landmark near Hot Springs, SD. Mammoth bones, archeology.
Pike's Peak, by Rail- DVD
2 hours. Journey to the top of Pike's Peak on the Cog Railway.
Royal Gorge Bridge and Park- CD
By his Own Request, Buffalo Bill and Lookout Mountain- VCR
Story of Buffalo Bill Cody, one of the West's most colorful characters.
Sculpted by Floods, the northwest's ice age legacy- VCR
57 minutes. Much of the landscape of America's Northwest was sculpted by geologic catastrophe and huge floods.
The Rex-Files: Stan- VCR
27 minutes. Story of a Tyrannosaurus rex dinosaur named Stan. Topics: discovery, excavation, preparation, scientific discoveries.
The Rex-Files: Sue- VCRp
Story of a Tyrannosaurus rex dinosaur named Sue. The most complete skeleton of a T. rex ever found. Centerpiece for a legal battle.
Fossil Footprints of the World - by Martin Lockley, illustrated by Judy Peterson. 120 pages. 4th grade to adult. The title says it all. For those of us who like this sort of thing, it's pretty cool.
Mount St. Helens, the story behind the scenery - by Thom Corcoran. 48 pages. Large 9x12 format. 4th grade to adult. Amazing pictures.
Mount St. Helens, the continuing story - by James P. Quiring. 48 pages. Large 9x12 format. 4th grade to adult. Mt. St. Helens area making a slow recovery. Before, after, and now photos.
Petrified Forest, the story behind the scenery - By Sidney Ash. 48 pages. Large 9x12 format. 4th grade to adult. Story, history, geology, archeology and cool pictures of the Petrified Forest in NE Arizona.
Olympic, the story behind the scenery - by Henry C. Warren. 64 pages. Large 9x12 format. 4th grade to adult. Book on Olympic National Park in Washington State. From seastacked shoreline to temperate rain forest to snow capped mountains- a truly remarkable place.
Carving a Dream, a photo history of Crazy Horse Memorial - by Robb DeWall. 60 pages. Large 9x12 format. 4th grade to adult. Mountain carving. A monument in the making. Amazing story.
First Encounters, Indian Legends of Devil's Tower - legends recounted by various Native Americans. 32 pages. 4th grade to adult. Great short stories!
Volcanoes, 101 questions - by John Calderazzo. 32 pages. 4th grade to high school. If you knew the answer to all 101 questions, you would certainly know a lot about volcanoes. Small but informative book.
Aztec Ruins, a trail guide - National Park Service. 32 pages. Small format. 4th grade to adult. The actual trail guide for a tour of Aztec Ruins National Monument in New Mexico.
Ticket to Toltec - by Doris B. Osterwald. 128 pages. High school to adult. Everything one would want to know about the restored Cumbres and Toltec scenic narrow gauge steam powered train- a moving museum.
Sacred Images, a vision of American rock art - by Leslie Kelen and David Sucec. 112 pages. High school to adult. A study of drawings and paintings on cliffs and rocks by early Native Americans of the Southwest.
Canyon Country, explorer #2 - by F. A. Barnes. 112 pages. High school to adult. Study of natural wonders and recreation possibilities surrounding Moab, Utah. Includes story and pictures of our own Joe Bowen and friends water skiing behind an airplane. Black and white photos.
The Tree Army - by Stan Cohen. 180 pages. High school to adult. A pictorial history of the Civilian Conservation Corps from 1933 - 1942. This is an interesting chapter in American history.
A Biography of Sitting Bull - by Michael Crummett. 48 pages. High school to adult. The history, importance and influence of Tatanka-Iyotanka, known as Sitting Bull, in the history of the United States.
The Night the Mountain Fell, the story of the montana yellowstone Earthquake - by Edmond Christopherson. 88 pages. Middle school to adult. The story of the 1959 earthquake in the Yellowstone Park area- one of the most severe to hit the North American continent.
History of the Devil's Tower, the First National Monument - by Ray H. Mattison. 20 pages. Middle School to adult. A history of our first National Monument. It is an amazing geological formation located in Wyoming.
Little Bighorn Battlefield National Monument - by Mark L. Gardner for the Western National Parks Association. 24 pages. Middle school to adult. History, the major players, and the battle. Nice pictures and diagrams.
Along the Trail with Lewis and Clark - Teachers, this is a modern tourist, advertisement, travel guide. Even so, there are lots of maps and good information on the Tour of Discovery. Nice short stories followed by where you can eat and sleep. 112 pages.
Pamphlets, Brochures and Visitor's guides
Tatanka, a guide to South Dakota's Custer State Park
Canyon of the Ancients- Lowry Pueblo
Canyon of the Ancients- Painted Hand Pueblo
Canyon of the Ancients- National Monument
The Vore Buffalo Jump
Lewis and Clark Trail
Buffalo Bill Dam (and the Shoshone Project)
Chimney Rock Archeological Area (Pagossa Springs, CO)
Aztec Ruins National Monument
Ute Mountain Tribal Park (Cortez, CO)
The Indian Pueblo Cultural Center
Black Hills Museum Alliance (South Dakota)
Black Hills Institute of Geological Research. Inc. -this pamphlet and the following ones produced by the Black Hills Institute are pretty good. Short, to the point and nice graphics.
---what is a Crinoid
---what is aTrilobite
---what is an ammonite
---what is a Fossil
---what is a Dinosaur
The City of the Presidents (Rapid City, SD, known for its bronze statues of 20, so far, presidents. We also have about a dozen post cards with pictures of individual statues.)
Arches National Park- Visitor guide
Mt. St. Helens Volcano Review 1- Visitor Guide
Mt. St. Helens Volcano Review 2 - Visitor Guide
Yellowstone Park, 2005 Visitor's guide
Mammoth Hot Springs Trail Guide (Yellowstone)
Old Faithful Area Trail Guide (Yellowstone)
Mud Volcano Trail Guide (Yellowstone)
Canyon Area Trail Guide (Yellowstone)
Grand Teton Visitors guide (commercial)
Navajo Times, The Newspaper of the Navajo People, Aug. 25, 2005. This offers a perspective a bit different from our local papers'. Interesting.
Yellowstone Today- newspaper of Yellowstone National Park, Spring 2005 and Summer 2005
Park News- Grand Teton National Park
Presna Hispana, Arizona's #1 Hispanic Newspaper, 9/14/05. Newspaper for the Hispanic community. In Spanish.
Rocky Mountain National Park
Discovering the Legacy of Lewis and Clark
Arches National Park
Colorado / Wyoming road map
Colorado Bicycling map
Three pounds of mudflow, ash, soil from Mt Saint Helens Volcanic Eruption.
First account of the Custer Massacre- Reprint of front page of the Tribune Extra, Bismarck, Dakota Territories, July 6, 1876.
The following was Posted April 13, 2005
Teachers, for this learning opportunity to be successful, it has to work for you. It has to meet your needs and augment your curriculum. Teachers know best how to teach. Therefore, we are asking you to design the program.
After Testing is over, we will get together and discuss the educational possibilities of Joe’s adventure. I know you are too busy to concentrate on Joe’s trip at the moment, but I want to tell you about some of the ideas floating around.
Several ideas have already been
implemented. Clay City Elementary has added a “Joe” page on their web
Bowen Elementary is starting a school-wide “Where in North America Is Joe” theme. Kelly Marcum and the tech teachers in Powell County have developed a list of “Expected Technology Skills Outcomes.” (See below)
One of the expected outcomes will be that the students know how to send e-mails. Along that line, our e-mail campaign to Governor Schwarzenegger is already bearing fruit. No, he has not yet agreed to meet Joe but the students who sent him an e-mail are getting an e-mail reply from him. They are pretty excited about that. I did not receive a reply so maybe its something especially for the kids. This is a tech lesson, a writing lesson and a civics lesson. Cool.
As I see it, the real “Classroom” part of the trip will begin when the kids come back to school after summer break. We can still do many educational things throughout the summer.
Here are some ideas I have collected, mostly from you all. Some are things that teachers have said they are going to do. Some are basic to the format. Many fall into the category of, “wouldn’t it be great if someone did….” Those are available for claiming.
1. Tracking Joe on a classroom map by following “Where’s Joe?” on the website.
2. Joe’s narratives and pictures of places he has visited.
3. Adding curriculum based questions to the narrative (science, geography, history, math, social studies, health, arts and humanities, science.) These questions need to be specific to things you want your kids to know. We will work it into the narrative and make it applicable to a real-world situation.
4. Expected Technology Outcomes. Things the students will have to know in order to participate in this on-line adventure. The tech potential for this project is unbelievable. There will be some really cool spin-offs.
5. Nationwide Treasure Hunt
6. Quest for Knowledge Game
7. “Where I’m From” Poems. These will take on added consequence when we start making connections to other schools across the country.
8. GPS Mapping. When our budget allows, we will get Joe a Global Positioning device. The one he needs, including the accessories, is about $900. If we can get this to him while Cliff Cantrell is still riding with him then Cliff can teach Joe how to use it. Otherwise, it won’t happen. This could be a really cool educational tool.
9. US and world map showing where participating schools are located. (We have already picked up a school in Thailand.)
10. Appalachian music. (Carmen Billings)
11. Traveling Box of Appalachian Artifacts.
12. Student weather predicting with verification by Joe. (Becky Roach)
13. State by State student created Travel Brochures (Pam Miller)
14. School Links: list of participating schools and homepages, School to School projects, links to school and individual classroom projects.
15. Major link to schools providing a particular service to the overall project. This could include collecting news stories about Joe (there were approximately 25 on his KY Warm-Up trip and he is averaging one a day on the big ride), archiving his pictures (also, it would be a wonderful project if a school did a “Picture A Day” collection of the trip. Just a single picture a day. By trip’s end, it would be a fantastic story.)
16. Whatever and wherever your educational imagination takes you. Joe wants to work for you and your students. So make him work! He will do what you need him to do to help your project.
Powell County Schools
Modified Technology Curriculum for Joe Bowen Project 2005-2006
The following technology guidelines are part of the Powell County School Technology Curriculum and are intended for 4th/5th grade teachers as they participate in the Joe Bowen Rediscover America Project. TRTs in the district will work with classroom teachers to include Joe’s online course for students into their curriculum. As this takes place, there will be opportunities for students to become proficient in various technological skills. This is simply a guideline for teachers and TRTs; we recognize that there will be numerous other skills involved throughout the project.
The standards below are based on a National Educational Standards for Students Project as set forth by the International Society for Technology in Education (ISTE) in collaboration with the U.S. Department of Education.
The standards are divided into six broad categories as listed below:
1.Basic operations and concepts
-Students demonstrate a sound understanding of the nature and operation of technology systems.
-Students are proficient in the use of technology.
2. Social, Ethical, and Human Issues
-Students understand the ethical, cultural, and societal issues related to technology.
-Students practice responsible use of technology systems, information, and software.
-Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.
3. Technology Productivity Tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and product other creative works.
4.Technology Communications Tools
-Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5.Technology Research Tools
-Students use technology to locate, evaluate, and collect information from a variety of sources. -Students use technology tools to process data and report results.
-Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Basic Operations and Concepts
* Save documents to different places – disk, desktop, folder on hard drive
* Print a document and understand that it can be printed to different places/printers
* Insert and remove disks and CDs
*Know the following Internet terms – web browser, URL-web address, search engine, hyperlink, home page, favorites, history, bookmark, download
*Navigate the Internet toolbar with assistance
*Use peripherals such as scanner or digital camera
Social, Ethical, and Human Issues
* Understand and sign the Powell County Acceptable Use Policy (AUP)
* Practice responsible use of the computers and its parts
* Practice the legal use of electronic information including copyright laws
Technology Productivity Tools
* Use an application tool (software) for directed or independent learning
* Organize thoughts and ideas for a writing piece
* Create a multimedia product with assistance (PowerPoint presentation, video, brochure, newscast)
* Enter and edit spreadsheet information with assistance– format cells, center text and numbers, add rows and columns
* Create graphs and charts with assistance
Technology Communication Tools
AE 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
Program Of Studies- Students use available and emerging technologies to gather, organize, manipulate, and express ideas and information for a variety of authentic purposes.
- Use technology as a means of communication.
* Use a digital camera, save pictures to a file, and insert into documents
* Use electronic mail
Technology Research Tools
AE 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas
Program Of Studies- Students use available and emerging technologies to gather, organize, manipulate, and express ideas and information for a variety of authentic purposes.
- Use technology to access ideas and information for authentic tasks
* Complete an Internet search with assistance
*Use an online database with assistance (KVL, Searchasaurus,AskERIC, DAWCL)
* Use an appropriate search tool with assistance
* Correctly cite electronic references
Technology Problem Solving and Decision Making
* Understand that Internet sources have to be evaluated for accuracy, bias, relevance, and appropriateness
* Search for information via a search engine using “keywords”
Following is a list of what we have to work with: 1) An Eastern Kentuckian named Joe Bowen who is going to ride across America on a bicycle with a laptop computer, 2) A web page, 3) Help from the Appalachian Heritage Alliance, 4) Help from Berea College Department of Education, 5) Resources of the UK Appalachian Center, 6) A lot of smart, local teachers.
The following potential scenario has developed from phone conversations with teachers and principals. Please add your thoughts. Remember that this is OUR Project. The story is about an Eastern Kentuckian coming home to Eastern Kentucky and telling stories to Eastern Kentucky kids. The focus is on us. However, people all over the country, and even the world, are going to be interested.
Please, please, please add your suggestions and comments to the following list. This is to make the program work for you.
1) At least once a week Joe will upload to the web page several pictures of interesting places he has visited . He will include several paragraphs (how many is appropriate for fourth and fifth graders?) of dialogue and descriptions.
2) We could then pose (how many?) questions for the students to answer. These questions could refer to the actual place visited- such as literature questions when he visits Jack London's Museum- or math questions (we have mileage, altitude, money, and no doubt lots more, to work with.) Or Social Studies. Or History or Science or Geography. Do we need a set format? One question linked to each discipline? Whatever you think.
3) A weekly discussion question.
4) Charting Joe's progress on large classroom maps.
5) Establishing links to other schools along the way. For example: Our Mountain students send pictures of trees and waterfalls to the Desert students, who send back pictures of, well, whatever they think is appropriate to represent their region.
6) Ms Marcum, Technology at Powell County, recited a whole list of tech related possibilities and expected outcomes. So the tech people need to share ideas and organize that. We have a real-world, technology based, hands-on learning experience to work with.
7) Some sort of long-range Treasure Hunt with Joe picking up clues along the way.
8) Students e-mailing Joe with specific questions and letters of encouragement.
9) The Kentucky Department of Tourism wants to do a "Where's Waldo (Joe)" type of game on their web site and link to ours.
10) Please add to this list and suggest a workable format. Call me, David Musser, at 606 725-4860 or e-mail at David@AppalachianHeritageAlliance.org. I know you are busy so I will do the work. Just tell me what you want.
Following is an Preliminary Overview provided by Brannin Musser from Wolfe County who is currently a teacher in Denver, Colorado. It is a rough draft and is open to your suggestions.
Unit Title: Rediscover Bicycle America
Subject/Topic Areas: Social Studies / Geography / Environmental Science / Math / Reading / Writing / Arts / Technology
Key Words: Eastern Kentucky / American Dreams / Discovery / Environment / Cultural Connections / Technology / Exploration
Designed by: Teachers of Local, Regional and National Participating Schools
Brenda Richardson and Education Students of Berea College
Brannin Musser, M.Ed. (Curriculum Instruction and Design (ASU)
David Musser, Education Director (Appalachian Heritage Alliance)
Joe Bowen, Cross Country Bicyclist and On-Line Instructor
Initial Local School Districts: Powell, Menifee, Wolfe
Initial Local Core Group Schools: Botts Elementary, Bowen Elementary, Campton Elementary, Clay City Elementary, Menifee County Elementary, Red River Elementary, Rogers Elementary, Stanton Elementary.
Brief Summary of Joe Bowen:
In 1967, Joe Bowen, fresh out of the Air Force and with $43 dollars in his pocket, rode his bicycle out of Lompoc, California. He was headed home to Eastern Kentucky. Rather than take the most direct route, he decided to discover America. His 14,000-mile odyssey earned him many friends, much publicity and the legacy as the first person to tour America by bicycle. In 1980, Mr. Bowen walked 3,000-miles across the United States, on stilts, to raise money for Muscular Dystrophy research.
On April 8, 2005, exactly thirty-eight years later, Mr. Bowen, age 62, is again going to ride his bicycle out of Lompoc, California and retrace his 14,000-mile trip back home to Eastern Kentucky. This time, he will carry a laptop computer and teach an on-line class to the Elementary School students of Eastern Kentucky. As he educates the children about the wonders of America through modern technology, he will be instructing America through old time personal contact about the beauty of Eastern Kentucky- especially about the Nationally Designated Wild And Scenic Red River and the National Scenic Red River Gorge Byway.
Brief Summary of On Line Course Curriculum:
This culturally inspiring, electronically crafted class is designed to educate Eastern Kentucky students about the wonders of America through modern technology as they follow, on line, the journey and instruction of Mr. Joe Bowen’s cross country bicycling adventures. In this web based unit, 4th and 5th graders from our local community are encouraged to question and explore their environmental, historical and cultural foundations and thereby develop a strong sense of pride for their Eastern Kentucky heritage and home. Simultaneously, students will be introduced to the larger, national community via the internet as Mr. Bowen posts photographs, stories and standards-based lessons for weekly review. 4th and 5th graders from public schools across America will be invited to join this class so that our Appalachian students will have the opportunity to communicate and connect with others by exchanging a written wealth of stories and information about the diversity and commonalities of place, people and passions throughout our extended society.
The Rediscover Bicycle America unit uses technology to tell the story of courage and compassion from one Eastern Kentucky man to instill pride for our Old Kentucky Home and to inspire young Kentucky explorers to share their own hearts and dreams with the wide, inviting world.
Established Goals (Kentucky State Standards)
*The statements below were taken from the Program of Studies for 4th grade. Further research and curriculum alignment with national and state standards is currently underway and will be critical to the core content of this project. These are but a few quick examples of the promising possibilities.
*Students will design and conduct different kinds of simple
*Students will communicate designs, procedures, and results of scientific investigations.
*Students will review and ask questions about scientific investigations and explanations of other students.
*Students will choose appropriate means to collect and represent data.
*Students will pose questions, collect, organize, and display data.
*Students will identify and apply characteristics of effective writing in producing and discussing their own work, including awareness of audience and purpose, organization, idea development, and standards of correctness.
*Students will use a variety of media and art processes to produce two- and three-dimensional works of art.
What understandings are desired?
Students will understand that they live in a unique, amazing place (geographically and culturally).
Students will understand how to use technology to discover and interact with the world.
Students will understand similarities and differences between Appalachians and their extended community of peers across America.
Students will understand that their dreams can take them any place they want to go.
What essential questions will be considered?
What natural wonders (including plants, animals, land formations, etc.) surround our Eastern Kentucky community?
What evidence is there that Eastern Kentuckians honor their environment?
What is Appalachian culture (including arts, music, language, economics, history, etc)?
What evidence is there that Eastern Kentuckians honor their culture?
How do other 4th and 5th graders throughout America perceive Eastern Kentucky?
How does our environment and culture compare to rural and urban communities in other states?
How does Joe Bowen make use of all academic subject areas to turn his dream into a reality?
What are your dreams? How will you get there?
What key knowledge and skills will students acquire as a result of this unit?
-meaningful communication (language arts)
Students will be able to use technology as a means of discovery and communication.
Students will be able to practice a wide array of critical Kentucky State Standards in a uniquely relevant, exciting and inspirational way.
-Eastern Kentucky heritage
-pride of place
-sense of self
Students will be able to identify the primary pieces of the ecosystem within which they live and describe, in detail, the natural landmarks in their area.
Students will be able to discuss and dispel existing stereotypes of Eastern Kentucky with a thorough understanding of the significance, pride and beauty of our environment and culture.
Collecting Acceptable and Sufficient Evidence Through
Evidence Source 1
Students will create a two or three-dimensional work of art that represents and/or names the Abiotic LAWS (Light, Air, Water, Soil), Biotic beings (Producers, Consumers and Decomposers) and cultural (man made) elements of the ecosystem within which they live.
Art and Science
Evidence Source 2
Students will create a brochure of their town, complete with natural, cultural and economic highlights designed to encourage tourists to feel compelled to visit.
Art, Social Studies and Writing
Evidence Source 3
Students will record Joe Bowen’s path across America on a classroom map and calculate and graph the time and distance traveled weekly.
Geography and Math
Evidence Source 4
Students will write creative letters to fourth and fifth graders across America describing the environment and culture of Eastern Kentucky and pose thoughtful questions about other areas of the country.
Students will write letters of support to Joe Bowen as he peddles on behalf of our Mountain People.
Writing and Technology
Evidence Source 5
Students will use the internet to conduct further research on the people or places of interest that Bowen describes on his web site and share their exciting new information with Joe in writing or with classmates through an educative presentation.
Technology, Reading and Written or Oral Communication
Evidence Source 6
Students will reflect on their own sense of dreams and ambitious adventure and create a short skit depicting their fantasy (or future) journey.
Again, this project may include but is not limited to these assessments. This is only a rough draft, a whirlwind of good ideas. More ideas, better ideas will be designed by the classroom teachers themselves as they know best how to align this project to the level of student engagement and academic needs. Likewise, with the objectives of understood concepts, established standard-based goals and some means of authentic assessment in mind, the instructional lessons of Project RBA will reside in the gentle guiding hands of Bowen and his partnering public school educators (with support from AHA’s Education Director and Berea College). The ultimate outcome, however, resides in the soul of each student.
This particular curriculum draft is based on the educational theories of James A. Beane (Curriculum Integration, Designing the Core of Democratic Education) and Grant Wiggins and Jay McTighe (Understanding by Design).