YOU ARE HERE Curriculum
"In Every Place Has a Story, Kathryn Shurden and Mandy Brumley have incorporated some of my favorite methods for sharing history.... By opening doors to biography, original documents, and local landmarks, we allow students to create their own paths of discovery and become historians in the process. History should not be confined to the classroom. It should be a lifetime learning process and this teaching guide provides a road map of how to make that happen."
Bob L. Blackbutn, Ph.D., Oklahoma Historical Society
"Every Place Has a Story, prompts students to become more inquisitive and observant about the people, places, and objects that surround them. Studying local history awakens a respect for the past and ownership of the present. The local history units help students to broaden perspectives and pay attention to detail. They can look at change and change agents which have affected towns, people, families, and organizations. Every lesson is an eye opener for students, whether it is a fun project or serious research."
Sharon F. Mouss, Retired Instructor, Oklahoma State University Institute of Technology
"A lot of times what we see with history is the kids look at it like this is something that happened to somebody else and, 'It's not related to me'. Well, this brings it to them."
Laree Dobbs, McAlester Public Schools teacher
"We very much want our students to understand and honor the labor, sacrifice and vision of the men and women who forged this community a century ago and whose history is still being written today. Thank you so much!"
Stephanie Holt, Director of Secondary Curriculum, McAlester Public Schools
"I think it's important for students to learn about where they came from, their home, their environment and how their culture functions."
Andrea Spurlock, Weleetka Public Schools teacher
"Wow! I love this project. To me your effort will make a significant contribution toward students/citizens learning about their “place.” “I found it to be very comprehensive and yet I was also impressed that it had “degrees of freedom” within it so that learners can really individualize their efforts to reflect their interests. I also think that a skilled facilitator could help identify “lessons to be learned” from celebratory as well as problematic findings—so it would be iterative.”
Dr. James A. Gregson, Associate Dean and Professor, Department of Curriculum and Instruction, University of Idaho