Partner Feature – President Lincoln’s Cottage

February 17, 2016

(Photos courtesy of President Lincoln’s Cottage)

President Lincoln’s Cottage, an internship partner site for Real World History, is the small Washington, DC home in which President Abraham Lincoln lived. Unlike most historic homes, you won’t find velvet ropes separating the visitor from Lincoln’s furniture. Instead of the traditional visitor experience of shuffling through a space looking at items, guests at President Lincoln’s Cottage are invited to get up close and personal with the Cottage itself and the ideas that developed during the President’s time at his home; as the Cottage’s vision statement explains, their goal is for visitors to “meet the true Lincoln and continue his fight for freedom.”

This intention unfolds through various exhibits, including one about immigration; visitors are invited to share their own immigration story by posting on the wall about their family’s journey to the United States. A focus on freedom also infuses the Cottage’s Students Opposing Slavery (SOS) youth education program, which is for “students dedicated to continuing Lincoln’s fight for freedom by raising awareness about modern slavery within a high-risk population – teenagers.” A cornerstone to this program is the annual weeklong SOS International Summit during which adolescents from around the world come together at President Lincoln’s Cottage to discuss the realities of human trafficking and strategies to raise awareness in their communities when they return home. Created in 2012 by four teenagers who felt a need to contribute to ending slavery in their lifetimes, the Summit is now a “growing network of young abolitionists” around the world.

This semester, one Real World History student has the pleasure of completing an internship at President Lincoln’s Cottage where he will use his interests and skills to help spread awareness of human trafficking in his community. To accomplish this, he plans to create social media and blog posts for President Lincoln’s Cottage, speak candidly with his friends and family about this little-discussed issue, and create a club at his school to educate peers and teachers alike.

The partnership between Real World History and President Lincoln’s Cottage was a natural fit as Inspired Teaching’s 4 I’s – Intellect, Inquiry, Imagination, and Integrity^® – are clearly present in the Cottage’s vision statement, its SOS program, and the level of participation they expect from their Real World History intern. President Lincoln’s Cottage sees a similar strong fit:

“The skills students gain through Real World History – critical thinking, complex problem solving, and collaboration – are foundational to their development as civically engaged citizens of the world,” says Callie Hawkins, Associate Director for Programs. “As a result, partnering with Real World History was a no-brainer at President Lincoln’s Cottage, a place that inspired courageous ideas, respectful dialogue, and thoughtful compromise. President Lincoln spent considerable time here thinking through some of his most crucial decisions and nurturing ideas that continue to impact us today. Working with students from Real World History provides us incomparable insight into how we can best relate the history of what happened here with similar issues faced by today’s youth.”

Click here to learn more about President Lincoln’s Cottage.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.