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The History Project - Niles Lichtenstein and Ben Yee Grades 5 to 12 1 Favorites 0  Comments     Share  Link The History Project is an online storytelling and sharing tool with a goal of curating and preserving personal life stories. Scroll through to view already-created stories to get a...less Here is the direct link to share this resource review. Feel free to copy and paste this URL into an email or place it on your web page or blog so others can read this TeachersFirst review:  Close Link The History Project is an online storytelling and sharing tool with a goal of curating and preserving personal life stories. Scroll through to view already-created stories to get a sense of the site's features, then click "Get Started" to begin your story. Add memories using photos, documents, video, audio clips, and much more. When telling your story, view it in several different formats. Choose memories, timeline, tags, or map to look at stories from several different perspectives. Some videos are hosted on YouTube. If your district blocks YouTube, the videos may not be viewable. You could always view them at home and bring them to class "on a stick" to share. Use a tool such as Freemake Video Converter, reviewed here, to download the videos from YouTube.

5th Grade Science Teacher Notes​

5th Grade Science Georgia Standards of Excellence

w 5th Grade Science Self-Evaluation Checklist​:

Not so long ago the Boulder Valley School District Board of Education was presented with a proposal to increase from two to three the number of years of mathematics required for graduation. The proposal was in response to expected changes in state standards as well to similar changes enacted in peer districts. How could Boulder Valley School District hold its head up if it required less math for graduation than was needed for college entrance? To their credit the Board voted the increase down. Their reason? They knew that changing the way math was taught from kindergarten through high school was the only way to prepare all students to take and pass more demanding high school math requirements. In the absence OF such change, the outcome of an increase in requirements would have been either a higher drop out rate, or watered down math classes that all students could nominally pass. And as hard as it was to admit, they knew they did not yet have the resources needed to make the needed changes in mathematics education. And so they resisted the satisfaction of having done something to raise the bar until they could do something to change learning. Would that other policy makers had the same courage.