Did you know that there are amazing social studies specific travel opportunities that are completely free? I heard about people traveling or visiting different historical sites during past WCSS conferences, but I had not really thought much of it as a personal option. The people who went on these trips were experienced teachers; who had been around the country and world sponsored by these great foundations and historical organizations. At the time, I did not think that I qualified.
Last winter a friend approached me and mentioned that there are many great opportunities out there, and the best part, they were based on scholarship; all you had to do was apply. So I took a chance, picked a few different programs and applied, and then waited until spring to find out if I was going to be selected for one of these amazing opportunities.
When I got the acceptance email, I was so excited that I had been selected to attend the Teacher Institute at Mount Vernon for a week in the summer. How exciting! I was going to get to hang out at our first president’s estate and learn for an entire week! After a few email correspondences with the program leaders, I had my plane ticket booked and was all ready to go.
I arrived at Mount Vernon (that’s right, I stayed at Mount Vernon!) a few hours before the institute began. Arriving early allowed me to check into my room and check out the grounds before the workshop began. I was also lucky enough to run into a few other teachers also there for the institute and made some connections right away.
From the start of the workshop we were immersed into learning activities and guest lectures. We began learning about image analysis and an introduction of George Washington from our expert lecturer, Scott Casper from Maryland University in Baltimore; he was going to be with us the entire week. He was so knowledgeable and passionate about our former president that it was contagious. We were then given a private tour of Washington’s mansion (they even allowed us to take pictures), finished the evening with a reception on the Piazza (fancy name for the back porch), and watched the sunset over the Potomac River.
The second day had an early start, because many of us woke up to watch the sunrise from the Piazza. Let me tell you, it was a breathtaking view. We gathered in the morning and toured the museum and special exhibit about slavery, where we discussed teaching with personal narratives. Learning about people’s individual stories is powerful, and it makes you want to research and learn more about them. In the afternoon, we were given a tour of the library, where we got to see actual documents from Washington’s collection. It was impressive to see how well preserved they were. We then discussed how to break documents down for students and were given an abundance of locations to check out for online archives. Later in the evening we were given a tour of the grist mill and distillery. Our guide was the first historical reenactor we met during our visit. John Anderson, who was the original caretaker of the mill and distillery was there to guide us around the site and answer questions as if we were back in time. He was extremely knowledgeable and never broke character, which made the experience even more enjoyable.
The focus the third day was teaching with objects. After a variety of lectures, we had a panel discussion about learning activities we use in our classrooms. Learning from each other was refreshing, and I started to feel very motivated by hearing teaching discuss new and fresh ideas that could be used in the classroom. The day ended with a great dinner accompanied with music of the Constitution Convention and presented by Dave Hiddlebrand, another historical reenactor who was dressed in his period clothing. Not only did he share his musical talents, he shared techniques how to bring it into the classroom.
The next day we had a group focus of teaching with historical places. The first part of the day we walked the grounds and gardens. We were given many interesting facts and details from George Washington’s notes and ledgers. Actually being able to see the grounds and learn while we were there was very memorable. We were also lucky enough to have lunch with another historical reenactor, Tobias Lear, private sectary of Washington. He shared facts about his life and experiences working with the General. We followed up with lecture and another teaching panel discussion. Later, we took a trip into Washington D.C. for a private U.S. Capital tour, followed by dinner at The Hamilton.
Our final day began with a morning visit to the family tomb and a cemetery dedicated to the enslaved people from the plantation. There we got to pay our respects to and hear individual stories of enslaved people who passed. We also laid a wreath by Washington’s tomb, a very somber experience. We had our final lectures of the workshop discussing Washington’s Farwell Address and his legacy. After a final panel discussion with the group, we ate lunch and said our goodbyes. It was an amazing week, and I learned so many great things that I could bring back to my classroom.
I really started to feel the pressures and stress of teaching in the past few years and loved the experience of traveling for professional development, because it allowed me to be a student and learn again. It filled up my cup, so to speak, and reenergized me for another year in the classroom. This year is off to a great start, and I feel my students are more eager to learn than in the past. Not only did I learn new techniques for the classroom, but I also created lasting friendships with people.
If you are on the fence about traveling for a professional development opportunity, I strongly encourage you to be brave and take the chance; it will be something you will not regret. There are many opportunities out there; you just need to look.
Last winter a friend approached me and mentioned that there are many great opportunities out there, and the best part, they were based on scholarship; all you had to do was apply. So I took a chance, picked a few different programs and applied, and then waited until spring to find out if I was going to be selected for one of these amazing opportunities.
When I got the acceptance email, I was so excited that I had been selected to attend the Teacher Institute at Mount Vernon for a week in the summer. How exciting! I was going to get to hang out at our first president’s estate and learn for an entire week! After a few email correspondences with the program leaders, I had my plane ticket booked and was all ready to go.
I arrived at Mount Vernon (that’s right, I stayed at Mount Vernon!) a few hours before the institute began. Arriving early allowed me to check into my room and check out the grounds before the workshop began. I was also lucky enough to run into a few other teachers also there for the institute and made some connections right away.
From the start of the workshop we were immersed into learning activities and guest lectures. We began learning about image analysis and an introduction of George Washington from our expert lecturer, Scott Casper from Maryland University in Baltimore; he was going to be with us the entire week. He was so knowledgeable and passionate about our former president that it was contagious. We were then given a private tour of Washington’s mansion (they even allowed us to take pictures), finished the evening with a reception on the Piazza (fancy name for the back porch), and watched the sunset over the Potomac River.
The second day had an early start, because many of us woke up to watch the sunrise from the Piazza. Let me tell you, it was a breathtaking view. We gathered in the morning and toured the museum and special exhibit about slavery, where we discussed teaching with personal narratives. Learning about people’s individual stories is powerful, and it makes you want to research and learn more about them. In the afternoon, we were given a tour of the library, where we got to see actual documents from Washington’s collection. It was impressive to see how well preserved they were. We then discussed how to break documents down for students and were given an abundance of locations to check out for online archives. Later in the evening we were given a tour of the grist mill and distillery. Our guide was the first historical reenactor we met during our visit. John Anderson, who was the original caretaker of the mill and distillery was there to guide us around the site and answer questions as if we were back in time. He was extremely knowledgeable and never broke character, which made the experience even more enjoyable.
The focus the third day was teaching with objects. After a variety of lectures, we had a panel discussion about learning activities we use in our classrooms. Learning from each other was refreshing, and I started to feel very motivated by hearing teaching discuss new and fresh ideas that could be used in the classroom. The day ended with a great dinner accompanied with music of the Constitution Convention and presented by Dave Hiddlebrand, another historical reenactor who was dressed in his period clothing. Not only did he share his musical talents, he shared techniques how to bring it into the classroom.
The next day we had a group focus of teaching with historical places. The first part of the day we walked the grounds and gardens. We were given many interesting facts and details from George Washington’s notes and ledgers. Actually being able to see the grounds and learn while we were there was very memorable. We were also lucky enough to have lunch with another historical reenactor, Tobias Lear, private sectary of Washington. He shared facts about his life and experiences working with the General. We followed up with lecture and another teaching panel discussion. Later, we took a trip into Washington D.C. for a private U.S. Capital tour, followed by dinner at The Hamilton.
Our final day began with a morning visit to the family tomb and a cemetery dedicated to the enslaved people from the plantation. There we got to pay our respects to and hear individual stories of enslaved people who passed. We also laid a wreath by Washington’s tomb, a very somber experience. We had our final lectures of the workshop discussing Washington’s Farwell Address and his legacy. After a final panel discussion with the group, we ate lunch and said our goodbyes. It was an amazing week, and I learned so many great things that I could bring back to my classroom.
I really started to feel the pressures and stress of teaching in the past few years and loved the experience of traveling for professional development, because it allowed me to be a student and learn again. It filled up my cup, so to speak, and reenergized me for another year in the classroom. This year is off to a great start, and I feel my students are more eager to learn than in the past. Not only did I learn new techniques for the classroom, but I also created lasting friendships with people.
If you are on the fence about traveling for a professional development opportunity, I strongly encourage you to be brave and take the chance; it will be something you will not regret. There are many opportunities out there; you just need to look.