History/ Social Science

National Geographic Giant Map for Donner Trail Elementary

Grant Applicant
Ashley Staron
Grant Date
2018
Amount Funded
$2745.00
Description (10 points)

This larger than life way to teach young people the power of maps and the limitless depth of geography using a half court-sized map of a continent or a classroom-sized state map on which they can explore, travel around, compete, collaborate and have lots of fun. The National Geographic Giant Map is an enormously entertaining and educationally powerful tool for introducing geography and map reading skills to students, grades K-12. This grant is requesting the purchase of both the North American continent and State of California maps. 

Benefits of Program (10 points)

A giant National Geographic map of North America, measuring 26 feet by 35 feet, gives student explorers a geographic experience like no other. The National Geographic Giant Traveling Map brings with it rich content and exciting activities to enliven the study of geography, making it a fun, interactive experience. The map is based on the National Geographic reference map series and on the North America map in the “National Geographic Atlas of the World, 8th Edition.”The new giant map, designed for grades K-8, includes interactive games, geography adventures, and lessons that teach students about the physical characteristics of North America as well as its rich history and varied cultures. 

Success of Program (10 points)

The success of these maps will be measured by the depth of geography knowledge obtained by the students and their application of social studies and science concepts in connection to their continent and state. We could use these maps to bring together families with geography nights/ or tie them into open house night where parents can play the games with their child on the maps. 

Implementation (10 points)

This map can be rolled up for folded for easy storage. These maps will be used by all classes for interactive lessons to support concepts in science, social studies, and geography in grade K-5. 

Sustainability
This is a one time purchse of two maps made out of strong vinyl material that is dourable to last for many generations of Donner Trail students to utilze to enrich their learning experience and connections between what and where things occur in both science and social studies.
Can you share this grant with your grade level or subject team?

All Donner Trail students will use these maps and have access to them at any time for lesson support. 

Taxes
$0.00
Shipping
$110.00

Scholastic Let's Find Out Readers

Grant Applicant
TK/Kindergarten at TES- DePew, Krengel, Reid, Garcia, Duner
Grant Date
2018
School Site
Amount Funded
$690.00
Description (10 points)

Weekly newspapers covering Social Studies, Science and current events to enhance our literacy and knowledge of given topics.  The topics are all what is being taught in the Kindergarten Classrooms.

Benefits of Program (10 points)

This is a great resource to get students excited about learning the topic of that week.  An additional resource for our Daily 5 reading, our ELD Speaking and Listening standards as this allows for great discussions!  There are also online resources to use each week like videos, games, songs etc.

Success of Program (10 points)

The success comes from great conversations, more facts and adding to our curriculum.  Success can also be measured by the excitement on the students' faces when it is Weekly Reader time!  They love the videos and little readers.

Implementation (10 points)

These are utilized weekly during ELD and for science and social studies.  Used for guided reading, then independent read-to-self, then home to discuss with their families.

Sustainability
One year of use for all!
Can you share this grant with your grade level or subject team?

This grant is for whole grade level; a copy for each child.

Taxes
$0.00
Shipping
$0.00
Budget Notes

We are projecting 1 TK and 4 Kindergarten classes next year at 24 students per class.  This amount would cover one subscription for each student.

Living History

Grant Applicant
Jamie Schwartz
Grant Date
2018
Grant Category
Grant Co-applicants
Amount Funded
$500.00
Description (10 points)

Each year the 4th grade at Kings Beach Elementary participates in Living History Day. This event is the culmination of our year long social studies curriculum based on California history, pioneers, and the Gold Rush. The students participate in 7 hands on station in which they create items like the pioneers in early California, all while dressed in period costume!We need supplies for our Living History Day. Our student numbers have also grown and we need to accommodate our larger classes.

 

Benefits of Program (10 points)

Students will apply their in classroom learning to hands-on constructive learning at 6 different stations. Students will compare what resources were available to the early settlers in California and today. Students will write a personal narrative based on their experiences at Living History Day.

All 7 stations are hands-on learning that are linked directly to the year's socials studies learning concepts. This allows students the opportunity to anchor the concepts to a tangible activity, increasing concept retention as well as the ability to apply attained concepts to new learning situations. Another huge benefit is simple: good old fashion FUN while learning. Living History is consistently a favorite learning day of our students.

Success of Program (10 points)

Success is determined by observed demonstrated skills during the day as well as writing in student journals, anecdotal observation based evidence, and smiles. Personal narratives will be evaluated using our common rubric.

Implementation (10 points)

Students, teachers, and parent volunteers will dress in period costume (pioneer). Students will rotate through 7 different stations based on activities that children living in early California would have participated in: candle making, tinsmiting, rope making, leather stamping, square dancing, corn-husk doll making, and ukulele music station. Students will complete their journal prompt at each station. Students will use their journal notes and experiences to write a personal narrative.

Sustainability
This grant is for the consumable supplies we need to run Living History. We do need to secure funding for our consumable goods each year.
Can you share this grant with your grade level or subject team?

This grant is for the entire 4th grade, encompassing our PLC. Our PLC writing focus for the third trimester is narrative writing. Living History Day will happen during the third trimester and we will use this writing piece as a common assessment in our 4th grade PLC.

Taxes
$50.00
Shipping
$50.00
Other funding sources

4th grade uses its PACE (PTO) funding budget for other activities. Therefore PACE funding is not available for Living History.

The Great States Report

Grant Applicant
Lynn Akers
Grant Date
2018
Grant Category
Amount Funded
$475.00
Description (10 points)

The students pick one state that they research and learn about all year long.  It is a practice of reading text and finding information through reading materials (instead of being able to google search and have information handed to them).  I have been building our library of individual state informational text but have found Scholastic Which way USA Book/Magazine Club which highlights each state in a magazine along with a map.  This magazine is a great resource for students to use in assisting with their report. With each fun and engaging puzzle book and map set, children will learn about geography, history and culture, and even practice school skills — all without ever leaving school! After they collect information on their note catchers, they each write and do an oral presentation about their individual states.  This set of magazines will be a great addition to our state library. 

Benefits of Program (10 points)

This set of state magazines will benefit the whole class of  students for many years.  They are a set of study magazines and students will not write in them as they are used for gathering information for their own note catchers.  These will help in aiding students not only with information but geographical mapping skills, interest and critical thinking skills and history and culture of each state.

Success of Program (10 points)

The program is very successful as students are very empowered with their own research skills to find out information about their state.They success is also measured as they are confident with their oral presentations to the crew and as they share their report with their parents at Celebration of Learning night.

Implementation (10 points)

The program is implemented at the beginning of the year as we learn about the states and sing state songs.  The students work on these reports every Wednesday as our activity during crew meeting.  They have about a half hour every Wednesday morning ALL year long to work on this report.  There are many facets to this activity such as sending out letters to family across the USA asking for postcards, sharing postcards, pinning the states and post cards up as they come in through the mail, singing songs, mapping skills, learning about history of individual states, and representations such as state bird, flower or tree. It truly is a year long journey of discovery about a state. 

Sustainability
Once all states are collected, there is no need for any extra funding.
Can you share this grant with your grade level or subject team?

Absolutely, I will share the magazines with my co instructor who has 24 students as well.  So this will hit 48 students annually.  

Budget Notes

Which Way USA!  Book/magazine- One for each state = 50 at $9.50 each includes shipping and Tax

Justice and Equitable Representation through Reading: Social Justice Library

Grant Applicant
JenniferAnne Kavanagh, Edith Martinez
Grant Date
2018
Amount Funded
$4600.00
Description (10 points)

For children in primary grades, whatever literature a teacher presents is often the students' main exposure to both books and the greater world around them. For this reason, educators should consider the implications of the fact that while more than half of the children enrolled in U.S. public schools are people of color or Native American, only 22% of children's books published in 2016 portrayed characters of color, and only 13% were written by an author of color (Teaching for Change, 2018). As a bilingual, Title I school, Kings Beach Elementary is home to children of diverse socioeconomic, racial, and social backgrounds, all of which come together to make the school special and wonderful. It is important that the primary grades' classroom libraries act as mirrors, reflecting back the students' realities. The Social Justice Books Project well-explains what thought needs to go in to creating such reading lists: "It is not enough to simply diversify the characters in children’s literature. We are also concerned with who is writing the stories, what the characters are doing, how issues of power and activism are introduced, and representations of people in community rather than in isolation." Selecting books with these criteria in mind allows educators to bring awareness to children's differences, similarities, the realities of their day-to-day existence, as well as to dispel myths, stereotypes, and distortions of minorities. What is more, brain research shows that when children are engaged with a topic, when they consider it to be important to their sense of self, they learn more effectively. Thus, a library with a social justice orientation promotes social development, emotional development, social studies/historical contexts, and fundamental reading schools. 

The Social Justice Library grant would provide a set of books that feature quality writing and rich illustrations that also touch on a multitude of individual identities, communities, and cultures to 11 different classrooms, from transitional kindergarten through second grade, including a kindergarten/first combination classroom. The selected books are appropriate for this age range. By providing these books to each classroom, every child will be able to access the resources equitably, whether through a group read aloud or through individual exploration. If the whole list is purchased, every student in these 11 classrooms could have 1-2 books promoting social justice in his or her "book box" at any given time. What is more, having these books as a permanent staple in each classroom shows the children who can identify with certain individuals, groups, and communities portrayed in the stories that their identity matters to the teacher, the class, and to the school as a whole. Through this grant, we can promote both excellence in reading and value of our children's unique identities, a win-win for our school and our district. 

Benefits of Program (10 points)

The Social Justice Library in each classroom will allow students to directly access texts that promote empathy, self-esteem, self-awareness, a broader world view, and a multi-perspective view of history and current events. It will also promote fundamental reading skills, by directly engaging students; neuroscience shows that students who think a subject or skill is inherently and personally important will learn that subject or skill more effectively. 

Success of Program (10 points)

Social success of the program will be determined by observing students' increased empathy, emotional well-being, and self-esteem. In terms of reading ability and social studies content learning, success will be determined by students' ability to ask and answer questions about texts, ability to recall or retell a story, and ability to read parts of or whole texts alone. 

Implementation (10 points)

Each classroom at Kings Beach Elementary from TK through 2nd grade will receive a set of the book list for the Social Justice Library. Texts will be read in whole group and small group settings, for a variety of purposes, including social studies, social-emotional learning, reading fundamentals lessons, math lessons, and even art lessons. They will also be available to students for individual reading and exploration. If the entire book set is purchased for all 11 classrooms, each student can have 1-2 books in his/her book box at all times. 

Sustainability
As long as the bindings on the books stay together, the social justice libraries will be able to be used repeatedly for years to come. No additional funding will be needed.
Can you share this grant with your grade level or subject team?

The grant will provide access to all 11 classrooms from TK-2nd to ensure equitable access and promote valuing minority identities in the school. Teachers from 3rd and 4th grade will be welcome to borrow the texts. 

Taxes
$397.00
Shipping
$0.00
Budget Notes

Shipping is listed as $0 because Amazon Prime is available as a shipping option.

Other funding sources

PACE, Measure A, and Donors Choose are potential sources for funding, but most of those resources have already been allocated to other needs. Also, not enough funds are available to cover the cost of the grant which covers 11 classrooms. 

Primary Sources Made Accessible

Grant Applicant
Jennifer Jurosky
Grant Date
2018
Grant Category
Amount Funded
$1880.00
Description (10 points)

Approaches to teaching history have significantly changed from being a linear subject laden with dates, timelines, and memorization to requiring a greater understanding thematically.  Students are encouraged to make connections over time, continuity and change, the impact of technological advancement on society and industry, the peopling of the world, how previous events have future impacts on geopolitical relationships.  Historic thinking is something that needs to be modeled and taught. Connecting the dots historically can be a daunting task with a tremendous amount of a priori knowledge, without knowing the basics it can be nearly impossible. To combat the issue of not having the necessary depth of knowledge, a simple solution can make all of the difference in the world.  Creating a library of Primary Source Reader sets will allow students to quickly ascertain the most important documents and significant points of different historical time periods.

Benefits of Program (10 points)

Many students when surveyed prefer tactile versions of reading to connect with information as opposed to digital presentations.  Currently, in the Social Studies Department, we are attempting to implement Document Based Questions as our summative evaluations. .  I have used primary source readers in the past to help students study for the AP United States History test and they served as great tools enabling students to remind themselves of different historical events and their implications.   Simplifying information and allowing students to make inferences after reading the bare bones history is a powerful teaching tool. The texts are accessible to many of our school populations due to the simplistic reading level that includes rich time period primary sources.

Success of Program (10 points)

Success can be easily ascertained through visual analysis.  Student engagement will indicate if the resources being used in class are valuable and useful to many populations in our school.  A more quantifiable indicator of success will be their performance on Document Based Questions that we are implementing in our Social Studies Department as a form of summative evaluation.  Generally speaking, items purchased from Teacher’s Discovery are engaging and have been very successful when different items have been purchased in years past. These resources will be available to all students in our Social Studies Department grades 9-12, Resource student populations, struggling readers, English Language Learners, and any other students interested in historical topics to support learning in other areas; such as literature from different time periods. Currently, I am in possession of a minimal amount of these readers and they have proven to be very useful for student learning, test preparation, and the understanding of time periods specific to projects that they are working on.  

Implementation (10 points)

Books will be available for reference at all times in my classroom.  A list of the titles that are available will be given to all teachers so that they are able to provide differentiated materials to their students that are working on specific projects, that need a greater knowledge base to understand assigned literature, or to provide background knowledge on a historic time or event that may be relevant to their course of study. The small paddle dry erase boards, pens, and erasers will be used to quiz one another on the primary sources listed in the readers in small groups of students.  They will be making a game out of studying so that they are having fun while learning. Visually I will be able to check for understanding by witnessing what is being written on the small whiteboards. There are flashcard games included and historic thinking posters included in the grant to be used to remind students of the process for thinking about history in all history courses.

Sustainability
These items are meant to be housed in a specific classroom and are meant to be shared with other staff members when requested for their students. The readers are not hardback but do have a basic but substantial binding for the size of the book. The books are likely to survive at least ten years if they are cared for and if they do not leave the school building. The readers are short enough that they are meant to be read during a portion of a class period and returned immediately.
Can you share this grant with your grade level or subject team?

The items included in this grant are meant to be shared schoolwide.  A specific set of readers for United States History would be useful if each classroom teacher in the subject area, had their own class set.  There are a total of three teachers that will be instructing United States History next year, so there are a couple of items that have been requested three times to used for specific instruction in their classroom.

Notes

A sample of the text will be provided when the grant is presented at School Site Council.  Thank you for the opportunity to write this grant.  Throughout the years Excellence in Education has enhanced my classroom immensely through your generosity.  Thankfully, Jennifer Jurosky

Taxes
$117.00
Shipping
$162.00
Budget Notes

Any amount to increase our student accessibility to tactile historic materials would be greatly appreciated.   

Other funding sources

Extra funding that was available earlier in the month was used to request materials that would support AP students for test preparation.  These materials are meant to support a wide range of students from English Language learners, general education students and Ap students prepping for tests and attempting to further their understanding of the Social Sciences shaped by historical events in all areas within this discipline.  No matching funding has been found specifically for these resources.

TIME FOR KIDS

Grant Applicant
Darcy Medina
Grant Date
2018
Grant Co-applicants
School Site
Amount Funded
$372.00
Description (10 points)

Time For Kids is a magazine subscription that provides students with information on current events and timely discussions.

TIME, the trusted name in journalism, offers authentic journalism tailored for students. TIME for Kids supports standards-based daily instruction while inspiring students to join the national discourse on current topics. The articles engage students with the world through authentic, rigorous texts worth studying. They empower students to read analytically and engage in rich discourse with supportive lessons and resources. They inspire students to respond, act, and grow as global citizens.

Benefits of Program (10 points)

This source of literacy covers current social, historical, science, technological and health related topics that are engaging and rigorous. TFK engages students in reading while provoking them to develop opinions on current debates (e.g. should it be a law that you are not allowed to cross the street while texting? Should toys be separated by gender in toy stores? etc. ) In my personal opinion TFK is especially beneficial to our students because of their focus on other countries and global issues. Because we live in a small town, intentional exposure to the larger world is very important. Students are able to see and use text features, understand the point of view and author's purpose in the TFK magazines. The magazines are beneficial especially for our advanced readers because of their rigorous content, but attainable for our students who are still developing their learning skills.

Success of Program (10 points)

This program will enhance the classroom by providing literature that is rigorous yet attainable, providing thought provoking content. This program meets numerous literacy standards and addresses current innovations in science, technology, health and social issues. Student success can be measured in improvements of student close reading and critical thinking skills.

Implementation (10 points)

Each month each classroom gets four to five magazines to share with the class. This gives teachers an opportunity to read a Time For Kids magazine at least once a week in a 30 - 45 minute time period.

Sustainability
It is a consumable item and is therefore not sustainable.
Can you share this grant with your grade level or subject team?

Yes, resources will be shared among three second grade classes. 

Budget Notes

The prices above are with a renewal discount of $4.50 plus $.45(shipping) equalling $4.95 per student. There are not Title 1 discounts for this item, but please see the attached letter to see how TFK aligns with Title 1 goals. 

Other funding sources

Classroom funds are not sufficient. 

Evaluation - Living History Spring 2019

Grant Applicant
Marguerite Paras
Grant Date
2018
School Site
Amount Funded
$452.00
Description (10 points)

This program's objective is to give our students a chance to experience 8 different activities that closely simulate activities common in the life of a pioneer of the mid 1800s. The students make candles and rope, cook bread on a stick, do tin smithing, make corn husk dolls, do charcoal drawing, play cards and marbles, do leatherwork, and pan for gold. They also sew a gold pouch in the weeks preceding living history. 

Benefits of Program (10 points)

Students will participate in 1850 crafts and activities in an outdoor setting. Former students state the living history field trip was a highlight of 4th grade.

Success of Program (10 points)

Each student is expected to complete a journal throughout their day. Each station will be described and critiqued prior to leaving that station. During the following week the students will write about the different activities and experiences.

Implementation (10 points)

Depending on snow,  the Living History field trip is in June. We use the Tahoe Donner Campground as our setting for this experience. Students will rotate through the 10 different stations, creating objects at each station. 4th grade teachers and many parent volunteers will run the stations and lead the groups of students through their day.

Sustainability
Last year our grant replaced lost permanent items like spoons and cups. Thus, this grant is only for consumables.


Can you share this grant with your grade level or subject team?

We plan this event as a group. We revise and update the activities every year.  We will determine which expository texts we will use as supplemental material.

Taxes
$33.00
Shipping
$12.00
Budget Notes

Our items will be ordered from Michael's.

Other funding sources

We have some Visual and Performing Arts funds available that will cover some items. 

Scholastic News "Let's Find Out"

Grant Applicant
Kim Krengel
Grant Date
2017
Grant Co-applicants
School Site
Amount Funded
$600.00
Description (10 points)

Weekly newspapers covering Social Studies and Science to enhance our literacy and knowledge of given topics.  The topics are all what is being taught in the Kindergarten Classrooms.

Benefits of Program (10 points)

This is a great resource to get students excited about learning the topic of that week.  An additional resource for our Daily 5 reading, our ELD Speaking and Listening standards as this allows for great discussions!

Success of Program (10 points)

The success comes from great conversations, more facts and adding to our curriculum.

Implementation (10 points)

These are utilized weekly during ELD and for science and social studies.  Used for guided reading, then independent read-to-self, then home to discuss with their families.

Sustainability
One year of use for all!
Can you share this grant with your grade level or subject team?

This grant is for whole grade level; a copy for each child.

Taxes
$0.00
Shipping
$0.00

Living History 2017

Grant Applicant
Jamie Schwartz
Grant Date
2017
Grant Category
Amount Funded
$826.00
Description (10 points)

Each year the 4th grade at Kings Beach Elementary participates in Living History Day. This event is the culmination of our year long social studies curriculum based on California history, pioneers, and the Gold Rush. The students participate in 7 hands on station in which they create items like the pioneers in early California, all while dressed in period costume!We need supplies for our Living History Day. Our student numbers have also grown and we need to accommodate our larger classes.

Students will apply their in classroom learning to hands-on constructive learning at 6 different stations. Students will compare what resources were available to the early settlers in California and today. Students will write a personal narrative based on their experiences at Living History Day.

Benefits of Program (10 points)

All 7 stations are hands-on learning that are linked directly to the year's socials studies learning concepts. This allows students the opportunity to anchor the concepts to a tangible activity, increasing concept retention as well as the ability to apply attained concepts to new learning situations. Another huge benefit is simple: good old fashion FUN while learning. Living History is consistently a favorite learning day of our students.

Success of Program (10 points)

Success is determined by observed demonstrated skills during the day as well as writing in student journals, anecdotal observation based evidence, and smiles. Personal narratives will be evaluated using our common rubric.

Implementation (10 points)

Students, teachers, and parent volunteers will dress in period costume (pioneer). Students will rotate through 7 different stations based on activities that children living in early California would have participated in: candle making, tinsmiting, rope making, leather stamping, square dancing, corn-husk doll making, and ukulele music station. Students will complete their journal prompt at each station. Students will use their journal notes and experiences to write a personal narrative.

Sustainability
Living History is a program that has been in our school and district for 20+ years. This grant is mostly a consumable grant for supplies needed for the event. However, a portion of the grant is dedicated to our longterm durable goods needed to continue to run the event. As mentioned in the budget, several years ago we received a grant to "green" this event that allowed us to purchase durable reusable pie tins, spoons, napkins, and camp mugs for our "wagon-train" lunch. Because of this grant, we have been able to run Living History as an almost zero waste event (and want to get completely there!). Since our numbers have increased, we need to purchase more of these items.
Can you share this grant with your grade level or subject team?

This grant is for the entire 4th grade, encompassing our PLC. Our PLC writing focus for the third trimester is narrative writing. Living History Day will happen during the third trimester and we will use this writing piece as a common assessment in our 4th grade PLC.

Taxes
$60.00
Shipping
$60.00
Budget Notes

This grant has typically been requested and funded as a consumable grant. As our student numbers go up, we continue to have a larger event cost. While most of the items included in this year's grant are consumable, some of the items are for long term use with the Living History Program. Several basic items like the storage tubs are broken as well as our crockpots that we use for candle making. Additionally, part of a grant several years ago was to "green" our event. We were able to purchase durable, reusable pie tins, spoons, napkins and mugs for our camp lunch and almost run a waste-free event. Since our numbers have grown since we received that grant, we need to purchase more of these items. 

Other funding sources

PTO funds are not available for this because we have to use our allotted field trip money for our Coloma field trip. We plan on asking a per child donation to help cover costs not directly covered by this grant.