For students in Mrs. Graumann's CONTEST WRITING ELECTIVE
First Semester 2008 – 2009 155th Academic Year
I – 1, August 21:
Introduction to Writing Elective – Review handout and grading expectations
Introduction to Writing/Research Elective Curriculum resource– Read “The
Writing Life”
Introduction to Upcoming Events and Contests, First Semester:
Monthly contest entries:
• Poetry, 20 lines or less
• Haiku poetry
October 28 due date: Patriot’s Pen Essay Contest
October 28 due date: Daughters of American Revolution Essay Contest
November 25 due date: Anthology of Poetry by Young Americans Contest
December 2 due date: Letters About Literature Contest
December 9 due date: A Christmas Memory, publication-ready for framing
I – 2, August 26 & 28:
1. Read from Writing/Research Elective Curriculum: Six-Trait Writing –
Organization. Complete a Five-Sentence Paragraph.
2. Read from Writing/Research Elective Curriculum: Six-Trait Writing –
Organization. Complete a Five-Paragraph Essay with a personal narrative.
A personal narrative:
• is a true story the writer tells about himself or herself
• is written in the first person
• reveals a writer’s feelings about an event or events
• usually presents events in time order
• is written to a specific audience with a specific purpose
These are some suggestions that might be used:
• Birthday parties provide an opportunity to celebrate another year of
life with family and friends.
• Visiting San Antonio renewed in me an appreciation for another
culture.
• Visiting a part of God’s beautiful creation that I had never seen
before instilled within me greater wander and awe for the majesty of the
Creator.
• Visiting Washington, D.C., renewed in me a sense of patriotism.
• Family vacations produce memories that last a lifetime.
I – 3, September 2 & 4:
• Research upcoming contests:
o Internet search engines are available especially for young people:
www.goodsearch.com (List Concordia Historical Institute as your
charity of choice, and begin the search. This is the preferred search
engine.)
www.askforkids.com
www.aolatschool.com
www.kidsclick.org
These search engines have been checked out by experts and are safe
for young people to use. Information found through these search engines is
also more likely to be accurate. If you are using a general search engine
like Google, information may not always be correct.)
• In your three-ring binder that has been dedicated to your contest
writing elective, place dividers for each contest and event. Begin note-
writing ideas for essays. Provide sleeves for all publication-ready writing
samples to maintain neatness.
Writing Process
Prewriting
Brainstorm before you start writing about what you want to say, and begin
the
research:
• Use this search engine: www.goodsearch.com. List Concordia
Historical
Institute (CHI) as the charity of your choice. (CHI will receive a penny for
each search.)
• Determine a central thought, or focus.
o You may include:
characters (Provide an interesting description of what the character
is like.)
setting (Create a picture of where the story is happening.)
plot (the events and action that take place in your writing)
o Develop at least three key activities to write about, and provide at
least three details with each activity.
Writing:
• Capture the reader’s interest in the very first sentence.
• Each paragraph will have:
A topic sentence that conveys your main idea or activity
Several sentences within that paragraph to support your topic
sentence
A final sentence that re-emphasizes what you wrote
• Be careful about neatness, spelling, and punctuation.
• The first line of each paragraph is either indented or preceded by a
blank line. Either way makes it clear at a glance where your thoughts begin.
• Say what you want to say, but make sure you do it the right way!
Evaluating:
• Does what you wrote make sense if you read it out loud?
• If you have characters in your essay, do they seem like real people?
Would you want to know them in real life?
• Did you use different verbs in your essay/story?
• Does the beginning of your writing grab the reader’s attention?
• Does your ending tie up all the loose ends?
• Are the supporting details congruent with the topic sentence of each
paragraph?
• Have you checked and rechecked your grammar and spelling?
• Are all the sentences complete?
• Have you created a picture with words to “show” more than “tell”?
Revising:
• Use a thesaurus to see whether some changes will make your words
create a clearer, more vivid, picture in the reader’s mind, provide more
information, or appear more convincing.
• As you revise, ask yourself, “Will people understand what I am
trying
to say?” This means you may have to go back and rewrite things or add new
parts.
• If some parts do not fit in with the rest of the story, remove it
from your work, set it aside, and save it. Perhaps this piece of writing
might inspire something else and be a great part of another piece of writing.
• Many good writers often revise at least three or four times before
they move on to the next part of the process!
Editing:
• Editing is when you check to make sure that all the technical things
about your work are correct—including spelling, capitalization, punctuation,
grammar, sentence structure, subject/verb agreement, consistent verb tense,
and word usage.
• Correct punctuation helps the reader understand what you are saying.
• Be sure that every sentence has two parts: subject (who or what the
sentence is about) and predicate or verb (what is happening to the subject).
• Use sentence-combining words, such as and, but, or, yet, so, who,
whom, which, that, whose, because, and although.
• Use capital letters at the beginning and periods at the end of every
sentence. Use commas where necessary, but try not to overuse them.
• Do not overuse the exclamation mark!!! Your reader should see the
excitement in your words.
• Use a dictionary to check spelling and word use.
• Let a friend read and edit your work.
Publishing:
• Your work should be neatly presented in blue or black ink in good
handwriting or typed carefully on your computer using Arial or Times New
Roman in 12-point font.
I – 4, September 9 & 11:
• Read from Writing/Research Elective Curriculum: Six-Trait Writing –
Voice
• Complete a poetry activity in Practice the Trait of Voice.
• Prepare a poem for contest submission.
I – 5, September 16 & 18 :
Continue with pre-writing and writing activities for semester essay contests.
I – 6, September 23 & 25:
I – 7, September 30 & October 2:
I – 8, October 7 & 9:
I – 9, October 14 & 16:
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II – 1, October 21 & 23:
Patriot’s Pen Essay must be publication ready.
II – 2, October 28 & 30:
II – 3, November 4 & 6:
II– 4, November 11 & 13:
Daughters of American Revolution Essay must be publication ready.
II– 5, November 18 & 20:
Anthology of Poetry contest poetry must be publication ready.
II – 6, December 2 & 4:
Letters About Literature contest entry must be publication ready.
II– 7, December 9 & 11:
A Christmas Memory must be publication ready.
II – 8, December 16 & 18:
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GRADING CRITERIA: Contest Writing Elective
To earn an A for the semester, the student must:
• Comply with behavioral expectations outlined in introductory class
• Submit quality publication-ready entries for at least five events
and
contests provided
To earn a B for the semester, the student must:
• Comply with behavioral expectations outlined in introductory class
• Submit four quality publication-ready entries for all events and
contests provided
To earn a C for the semester, the student must:
• Comply with behavioral expectations outlined in introductory class
• Submit three quality publication-ready entries for all events and
contests provided
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Daughters of the American Revolution Essay Contest 2008
Due Date: October 28, 2008
Topic: “The Ideals of the Gettysburg Address”
What message did the Gettysburg Address communicate
to our war-torn nation in 1863?
How are the ideals articulated in the speech
still relevant for our country today?
Grade 5: 300 – 600 words
Grades 6, 7, and 8: 600 – 1,000 words
Title Page Format:
“The Ideals of the Gettysburg Address”
(A subtitle is permitted if written below the topic.)
Student Full Name
Student’s Full Address (If you are uncomfortable providing your own address,
the school contact information may be substituted.)
Student telephone number with area code (School phone may be used: 281-351-
8223.)
kgraumann@Salem4U.com
Salem Lutheran School
Grade (5, 6, 7, or 8)
22607 Lutheran Church Road
Tomball, Texas 77377
San Jacinto Chapter of the Daughters of the American Revolution
Number of Words in Essay: _________
Judging and Awards:
Judging will be based on historical accuracy, adherence to topic,
organization of material, interest, originality, spelling, grammar,
punctuation, and neatness. Pictures, maps, drawing, graphics, and other such
additions will not be considered in judging and should not be included.
Judging and awards will take place at the chapter, state, division, and
national levels. The winner of the San Jacinto Chapter contest will be
recognized by the chapter at its meeting in the spring of 2009. A
certificate, gold pin, and monetary award will be presented to each national
winner at the Continental Congress in July 2009.
Writing Process
Prewriting:
Brainstorm before you start writing about what you want to say, and begin
the
research process:
• Use this search engine: www.goodsearch.com . List Concordia
Historical Institute (CHI) as the charity of your choice. (CHI will receive
a
penny for each search made.) On the top line, write in your search request:
Gettysburg Address.
• Read the sources; list ideals you have identified; determine your
focus.
• Select books from the library that provide a background to the
Gettysburg Address and also highlight the values upon which you choose to
focus.
• Develop a story line using a graphic organizer such as one found in
the Salem Writing Curriculum:
o Determine a central thought, or focus.
o Include:
characters (provide an interesting description of what the character
is like)
setting (create a picture of where the story is happening)
plot (the events and action that take place in your writing)
o Develop at least three key activities to write about, and provide at
least three details with each activity.
Writing:
• Capture the reader’s interest in the very first sentence.
• Each paragraph will have:
A topic sentence that conveys your main idea or activity
Several sentences within that paragraph to support topic sentence
A final sentence that re-emphasizes what you wrote
• Be careful about neatness, spelling, and punctuation.
• The first line of each paragraph is either indented or preceded by a
blank line. Either way makes it clear at a glance where your thoughts begin.
• Say what you want to say, but make sure you do it the right way!
Evaluating:
• Does what you wrote make sense if you read it out loud?
• Is there a reason for everything that happens in your story/essay?
• Do the events in the story happen in an order that makes sense?
• Do the characters seem like real people? Would you want to know them
in real life?
• Did you use different verbs in your essay/story?
• Does the beginning of your writing grab the reader’s attention?
• Does your ending tie up all the loose ends?
• Are the supporting details congruent with the topic sentence of each
paragraph?
• Have you checked and rechecked your grammar and spelling?
• Are all the sentences complete?
• Have you created a picture with words to “show” more than “tell”?
Revising:
• Use a thesaurus to see whether some changes will make your words
create a clearer, more vivid, picture in the reader’s mind, provide more
information, or appear more convincing.
• As you revise, ask yourself, “Will people understand what I am
trying
to say?” This means you may have to go back and rewrite things or add new
parts.
• If some parts do not fit in with the rest of the story, remove it
from your work, set it aside, and save it. Perhaps this piece of writing
might inspire something else and be a great part of another piece of writing.
• Many good writers often revise at least three or four times before
they move on to the next part of the process!
Editing:
• Editing is when you check to make sure that all the technical things
about your work are correct—including spelling, capitalization, punctuation,
grammar, sentence structure, subject/verb agreement, consistent verb tense,
and word usage.
• Correct punctuation helps the reader understand what you are saying.
• Be sure that every sentence has two parts: subject (who or what the
sentence is about) and predicate or verb (what is happening to the subject).
• Use sentence-combining words, such as and, but, or, yet, so, who,
whom, which, that, whose, because, and although.
• Use capital letters at the beginning and periods at the end of every
sentence. Use commas where necessary, but try not to overuse them.
• Do not overuse the exclamation mark!!! Your reader should sense the
excitement in your words.
• Use a dictionary to check spelling and word use.
• Let a friend read and edit your work.
Publishing:
• Your work should be neatly presented in black ink in good
handwriting
or typed carefully on your computer using Arial or Times New Roman in 12-
point font.
• Number the pages, beginning with the second page.
• Essay must have a bibliography listing all references used. Internet
resources, if used, should be cited in similar format to that used for
printed resources. Add the electronic address used to access the document as
supplementary information.
• Any essay with information copied directly from sources without
using
quotes will be disqualified.
• It should follow the format as shown above.
Mrs. Graumann, 09/03/2008
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For students in the select honors curriculum with Mrs. Graumann:
Session Outlines:
Archival Research Honors Curriculum
Sponsored by
The Salem Archives and Historical Research Center of Rosehill, Incorporated
and Salem Lutheran School, Tomball, Texas
Unit 1: Introduction to the Salem Archives and Historical Research Center of
Rosehill & the Salem Lutheran School Semester Research Project in the Salem
Archives
• Unit One, First Class: Tuesday, September 2
• Unit One, Second Class: Thursday, September 4
Unit 2: The Basics of Researching at the Salem Archives and Historical
Research Center of Rosehill
• Unit Two, First Class: Tuesday, September 16
• Unit Two Field Trip to the Clayton Library: Date to be announced
Unit 3: Primary vs. Secondary Sources
• Unit Three, First Class: Tuesday, September 23
• Unit Three, Second Class: Tuesday, September 30
Unit 4: Primary Document Research – Public Sources
• Unit Four, First Class: Tuesday, October 7
Unit 5: Primary Document Research – Personal Sources
• Unit Five, First Class: Tuesday, October 28
Unit 6: Primary Document Research – Photographs
• Unit Six, First Class: Wednesday, November 5
• Unit Six, Second Class: Wednesday, November 12
• Unit Six, Third Class: Tuesday, November 18
Unit 7: Displaying History
• Unit Seven, First Class: Tuesday, December 2
Unit 8: Set-up, Review, and Reception Event
• Unit Eight, First Class: Tuesday, December 9
• Unit Eight, Second Class: Tuesday, December 16
Displays are set up for Salem Lutheran School Christmas program.
Unit 9: Closure and Follow-Up Opportunities
Unit Nine, Last Class: January 6
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Unit 1: Introduction to Salem Lutheran Ministries
and the Salem Archives and Historical Research Center of Rosehill
Goals/Objectives:
• Students will demonstrate knowledge of:
o the history and ministry of Salem Lutheran Church of Rosehill
o the historical relevance of its properties
o the mission and vision of the Salem Archives & Historical Research
Center of Rosehill
o the benefits of a congregational archival ministry
o the relationship of Salem’s archival ministry to the Concordia
Historical Institute
of The Lutheran Church Missouri Synod
• Students will articulate the components, expectations, and grading
criteria of the semester archival research project.
• Students will select the research project they intend to complete by
the end of the semester.
Materials/Resources:
Students will be provided with a written semester syllabus, project
guidelines, suggested research topics, and grading expectations. Students
will have access to computers for the purpose of research and report
writing.
A damaged book will be used as a resource to demonstrate the fragility of
paper and the importance of preservation. Museum artifacts will be shown to
demonstrate how objects are important to history because of the stories they
can tell.
Lesson Plans – Unit One, First Class: September 2
1. Introduction to Administrative Team of the Salem Archives
2. Tour Heritage Haus and receive overview of Salem history and
properties.
3. Provide instruction on:
o the mission and vision of the Salem Archives
o the historical relevance, benefit, and value of the existence of a
congregational archival institution
o the relationship of the archival ministry of the Salem Archives with
the Concordia Historical Institute of The Lutheran Church Missouri Synod
4. Introduce project with syllabus, guidelines, and grading
expectations.
Lesson Plans - Unit One, Second Class: September 4
5. Tour Scout Haus and Salem Cemetery; receive instruction on history.
6. Discuss semester theme and possible topics; assign due date for
topic
choice.
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Unit 2: The Basics of Archival Research
Goals/Objectives:
• Students will articulate knowledge of:
o primary and secondary sources
o the process of inquiry used for researching
• Students will demonstrate ability:
o to find sources in the database and card catalogs of the Salem
Archives, Salem Lutheran School Library, Tomball College Library, and
Concordia Historical Institute in St. Louis, Missouri
o to access and use the online catalog
o to use the microfilm and microfiche machines
o to handle archival documents and demonstrate how best to preserve
them:
how to take items out and keep them in their correct places
how to mark documents for making copies
how to handle fragile documents and the reasons for it
Lesson Plans – Unit Two, First Class: September 16
1. Students announce to class topic chosen for semester research
2. Discussion: primary and secondary sources
3. Instruction on how to begin research using the process of inquiry
4. Online catalog search
5. Practice using online and card catalog search and handling documents
Lesson Plans – Unit Two, Field Trip to Clayton Library: Date To Be
Announced
6. Instruction and practice using microfilm and microfiche
Materials/Resources:
Resources for this session include the computer database, card
catalog, and the microfilm and microfiche machines. The instructor will
choose one microfilm and one microfiche cartridge for the demonstration,
preferably cartridges that are relevant to the theme of the semester. In
addition, the instructor will demonstrate to the students how to handle
documents and how best to preserve them. Supervised by the instructor,
students will be given the opportunity to perform the task of document
preservation.
Procedure:
• The instructor will define primary and secondary sources, discuss
how
to begin research, and introduce the process of inquiry.
o A primary source is an original document containing firsthand
information about a topic. It is a first-hand source that includes newspaper
articles, cartoons, photographs, letters, journals and diaries, minutes,
proceedings, poems, song lyrics, etc.
o A secondary source contains commentary on or discussion about a
primary source. The most important feature of secondary sources is that they
offer an interpretation of information gathered from primary sources.
• Research is begun with the process of inquiry. The card catalog or
database is searched to locate secondary sources. Bibliographies in
secondary sources allow the researcher to locate primary documents.
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Unit 3: Primary vs. Secondary Sources
Goals/Objectives:
• Students will demonstrate knowledge of primary and secondary sources
and the process of inquiry as they:
o accurately label and distinguish between primary and secondary
sources
o actively review primary and secondary sources
o practice the process of inquiry by successfully completing a
biographical sketch research activity
Materials/Resources:
• Students will be provided with:
o a review sheet for the three terms introduced at the last session:
primary and secondary sources and the process of inquiry
o an example of a biographical sketch
o primary and secondary sources used to complete the biographical
sketch
o artifacts from the library or archives to support the biographical
sketch content
o a copy of the diaries of the first pastor and first called Lutheran
Day School teacher from the oldest Lutheran Church in the state of Texas
that
is affiliated with The Lutheran Church-Missouri Synod
o a copy of the diary of a pastor’s wife from the same congregation in
the late 1890s
o the textbook, From Hilltop to Hilltop: A Pioneer Spirit Endures
Lesson Plans – Unit Three, First Class: September 23
1. Review primary and secondary sources and the process of inquiry.
2. Provide a biographical sketch of Salem’s first pastor, Pastor Johann
Braschler.
a. Define a biographical sketch and benefit for purpose of research.
b. Review the process of inquiry showing students how they might
develop a biographical sketch.
3. Students select an individual for whom they will create a
biographical sketch.
Lesson Plans – Unit Three, Second Class: September 30
4. Students conduct individual research, and write a biographical
sketch.
5. Students present biographical sketches to the class.
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Unit 4: Primary Document Research – Public Sources
Goals/Objectives:
• Through successful completion of a quiz, students will demonstrate
mastery of primary and secondary sources and the process of inquiry.
• Students will articulate the various types of public sources and how
to collect useful information from them.
• Students will conduct research into an event or topic that is part
of
the history of their local Christian congregation or The Lutheran Church
Missouri Synod denomination.
Materials/Resources:
• The quiz
• Examples of original public source documents
Lesson Plans – Unit Four, First Class: October 7
1. Short review quiz on primary and secondary sources and process of
inquiry
2. Discussion of types of public sources, including newspaper and
magazine
articles, such as Lutheran Witness, synodical and district proceedings,
voters’
meeting and congregational assembly minutes, congregational and school
budgets, etc. with examples provided
3. Public Source Activity – Resolution on Women’s Suffrage:
a. Students will read two public documents: a synodical resolution on
women’s suffrage from the 1969 convention and a Lutheran Witness article
discussing the resolution and its effects.
b. Students will analyze and evaluate what is learned from each public
document and will complete a worksheet noting how one public document helped
enhance the understanding of the
other.
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Unit 5: Primary Document Research – Personal Sources
Goals/Objectives:
• Students will demonstrate knowledge about:
o various types of personal sources and how to collect useful
information from them.
o out-of-the-ordinary sources that can be useful.
• Students will provide examples of how church history intersects with
world events.
• Students will spend time researching their own projects.
Materials/Resources/Procedure:
The materials for this session are copies of the personal diaries of
Salem’s first pastor, first called Lutheran Day School teacher, and Salem’s
pastor’s wife in 1900, copies of letters written by Salem’s earliest pastors
and founding family members, the textbook, From Hilltop to Hilltop: A
Pioneer
Spirit Endures, publications of the Klein, Wunderlich, and Scherer family
histories, and accompanying worksheets. As in the last session, the
resources include the original copies of the documents for the activity and
other examples of personal sources.
Lesson Plans – Unit Five, First Class: October 28
1. Discuss types of personal sources
Personal Source Activity #1 – Diaries and
Letters
2. Personal Source Activity #2 – Documents from Salem’s founding
families
3. Synthesis and evaluation
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Unit 6: Primary Document Research – Photographs and Other Pictures
Goals/Objectives:
• Students will orally communicate how photographs and pictures can be
great resources for historical information and will define each.
• Students will study and analyze photographs and pictures for
research
purposes.
• Students will scan photographs and appropriately store them in the
cataloguing system established at the Salem Archives and Historical Research
Center of Rosehill.
• Students will use the photograph cataloguing system established at
Salem Lutheran Church of Rosehill to conduct research for their selected
semester project.
Materials/Resources:
Materials and resources for this session include worksheets,
photographs, a computer demonstration of the cataloguing system established
for Salem Lutheran Church of Rosehill, computer access to the cataloguing
system for the purpose of research, and the book, From Hilltop to Hilltop: A
Pioneer Spirit Endures.
Lesson Plans – Unit Six, First Class: Wednesday, November 5
1. Examine photographs in the book, From Hilltop to Hilltop: A Pioneer
Spirit
Endures, discuss origin of photographs, significance of listing source of
photographs and process of acquiring that information, make inferences from
the
photographs, evaluate the enrichment to the text provided by the photographs
2. Receive instruction from the Salem Archives Photography Coordinator
in the structure and use of the photograph cataloguing system established
and
used at Salem Lutheran Church of Rosehill and receive an opportunity to
personally work with the program
Lesson Plans – Unit Six, Second Class: Wednesday, November 12
3. Receive instruction in photograph scanning, storage, and retrieval
within in the photograph cataloguing system established and used at Salem
Lutheran Church of Rosehill
Lesson Plans – Unit Six, Third Class: Tuesday, November 18
4. Use Salem’s photograph cataloguing system to conduct research
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Unit 7: Displaying History
Goals/Objectives:
• Students will research the different types of displays available and
will select a display type most appropriate for their individual research
project.
• Students will collectively develop group guidelines for the
historical exhibit.
• Students will receive instruction in captioning and interpretation.
Materials/Resources:
There are two handouts for this session, a font sheet and a caption
worksheet. Examples of historic displays will be provided from photographs.
Procedure:
The instructor will provide examples of the various types of
displays
available to optimally showcase historical research, including PowerPoint,
video, photograph display, and artifacts supported by displayed written
identification and stories. The instructor will demonstrate how to add
color
to accent and create interest. Students will be shown preferred font types
and will select a font type and size.
After these guidelines are set, students will be shown photographs
and will brainstorm captions that might be used and then evaluate the
meaning
each caption would provide to the photograph. Students will discuss the
concept of attaching different meanings to a photo or artifact depending on
the interpretive text. Students will be given time to research and/or begin
planning their display.
Lesson Plans – Unit Seven, First Class: December 2
1. Discuss and review examples of types of displays and captions
2. Personal research and/or exhibit planning
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Unit 8: Set-up and Review
Goals/Objectives:
• Discuss and evaluate the program as a group.
• Set up the exhibit.
• Prepare for the reception and the presentations.
Procedure:
The session will begin with a short discussion on the program – what
students found useful or not, what they liked or perhaps did not, what they
learned about research, etc. Then, students will set-up their displays.
After this, each student will give a very brief presentation on his or her
topic as practice for the reception. Students will give their colleagues
advice and opinions. Then the leader will ask various students some
practice
questions people might ask at the reception. During the final class after
the
reception, the instructor will distribute a final evaluation for the
students
to complete.
Lesson Plans – Unit Eight, First Class: December 9
1. Discussion on the program – usefulness
2. Set-up displays
Lesson Plans – Unit Eight, Second Class: December 16
3. Practice presentations/student questions
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Unit 9: Closure and Follow-Up Opportunities
Goals/Objectives:
• Students will articulate observations and thoughts about the
reception.
• Students will engage in a group discussion and program analysis of
the semester experience researching in the archives.
• Students will attend to instruction about career opportunities in
archival research and preservation of history and indicate verbally and in
writing any interest to pursue further involvement in the discipline.
• Students will submit a final written evaluation of the program and
their semester experience.
• Students will engage in group discussion during which time they will
articulate synthesis and application of the instruction that has been given.
Materials/Resources:
Students will receive a handout providing:
• information about institutions that provide career training in
archival research and the preservation of history
• career opportunities available to students wishing to pursue their
interest in the field of archival research and the preservation of history
• information about a summer internship program at Concordia
Historical
Institute
• a listing of all congregations of The Lutheran Church Missouri Synod
that have an active archival program on their church campus
Procedure:
The session will begin with an instructor/student dialogue about the
reception.
Students will provide program observations through dialogue with the
instructor about the content of the historical research elective, i.e. what
students found useful, what was appealing, what they learned about research,
what curricular experience may not have been helpful to the process, and
suggestions they think would enhance the curricular experience.
The instructor will provide an array of career opportunities available in
the
field of archives and archival research as well as educational institutions
that provide training programs.
Instruction will include information on how one can become involved in
establishing an archival program within the local congregation. Examples
will
be provided of archival programs in various congregations of The Lutheran
Church Missouri Synod.
A student evaluation form of the semester program, which was distributed at
the last session, will be collected.
The instructor will have completed in advance the individual student
evaluations and grading criteria assessment which will be distributed to
each
student. Students who desire individual follow-up appointments with the
instructor will sign up for a private conference. Students interested in
pursuing a career path in the field of archives and archival research will
indicate such interest and will be invited to join a youth interest group to
be facilitated by the instructor or a trained designate and to participate
in
a summer internship program at the Concordia Historical Institute.
Lesson Plans – Unit Nine, Last Class of Semester Elective: January 6
1. Final class, following the SLS Christmas program, will include
feedback, discussion of process, and how what has been learned can be
incorporated into daily living or a future career path
2. Instructor/student dialogue about the benefits and value of the
historical research elective
3. Training and career opportunities available in the field of archival
activity and research
4. Encouragement to become involved in archival activity in the local
congregation
5. Receipt of individual student evaluations of archival research
elective
6. Distribution of individual student evaluations and grading criteria
assessment with instructor recommendations
7. Sign up opportunity for individual sessions and membership in
student
archival interest group
Mrs. Kathy Graumann, M.Ed.
Director, Salem Archives and Historical Research Center of Rosehill, and
Educational Diagnostician and Educator, Salem Lutheran School
Home: 16020 Lutheran School Road, Tomball, Texas 77377
Home: 281.351.5281 + Work: 281.351.8223
kgraumann@Salem4U.com