ROVING SCHOLAR REPORT SCHOOL YEAR 2016/17A CONTEMPORARY CONVERSATION

photos for this report provided by: Torran Anderson, Nancy Cardona, Nishani Frazier, Lynn Janik, Kevin McGuiness, and Andy Meyer

TO LEARN ABOUT THE CURRENT FULBRIGHT ROVING SCHOLARS GO TO

WWW.FULBRIGHT.NO/ROVERS

FULBRIGHT ROVING SCHOLAR REPORTFor almost 30 years, the Fulbright Roving Scholar Program has brought seasoned educators from the United States to Norway to share their knowledge and skills with secondary students and their teachers. These “Rovers” lead sessions in English for students on various topics relating to the United States and in accordance with their areas of expertise. Be it history, culture, literature, or current events, Rover sessions give students a chance to practice English with a native speaker and gain content knowledge in the process. Likewise, Rover workshops for teachers and teach-ers-in-training provide both content and pedagogy advice.

Funded by the Norwegian Directorate of Education and Training, the program is to benefit schools all over the country, and it does. Rovers visit dozens of schools in cities, towns, and rural locations. The 2016-17 Roving Scholars lead sessions in 137 different schools, covering every county in the country.

The Norwegian Centre for Foreign Languages in Education plays an integral role in the Roving Scholar Program. Centre staff help to select Rovers, give them a comprehensive overview of education in Norway when they arrive, serve as a resource throughout the year, and promote the program to schools. The U.S.-Norway Fulbright Foundation is grateful for the Centre’s support and pleased that our long-standing partnership was formally established via a Memorandum of Understanding signed in Oslo in June.

Given the broad impact of the Roving Scholar assignment, applications are carefully considered. Candidates are evaluated on, among other things, their academic and professional qualifications, dedication to teaching, flexibility, and ability to meet a demanding travel schedule. Successful candidates are also expected to be interested in learning from their Norwegian peers. Eight ap-plicants who had cleared an initial review by the Council for International Exchange of Scholars submitted sample teaching videos and were interviewed over Skype. The three principal can-didates all accepted the grant offer and arrived in Oslo in August to start their Roving Scholar grants.

Lynn Janik is a teacher of English and Spanish at Hauser Junior High School in Riverside, Illinois. She holds a Masters Degree in Teaching from National-Louis University. Before starting her teaching career in the United States, she traveled extensively and taught English at a high school in rural Japan for two years. Janik is passionate about international collaboration and works to infuse her lessons with a global perspective through literature selections and projects. During her 11 years of teaching, she has developed several strengths in the field, including: active learning strategies, best practice methods for teaching foreign languages, finding ways to motivate disengaged students, project based learning, and using technology in the classroom.

Nishani Frazier is an Associate Professor of History at Miami University. With a PhD from Columbia University, she has also held positions as Associate Curator of African American History and Archives at Western Reserve Historical Society, Assistant to the Director of the Martin Luther King, Jr. Archives at the Martin Luther King Center for Nonviolent Social Change, and personal assistant for Dr. John Hope Franklin, during his tenure as chair of President Clinton’s “One America” advisory board. Frazier has an interest in public history and incorporates her museum and ar-chival experience into digital projects. In the classroom she uses living history, oral history, and primary sources to facilitate learn-ing and give students a holistic view of American history.

Nancy Cardona is an Associate Professor of English specializ-ing in Ethnic American Literature at Fort Lewis College, a Native American serving teaching institution located in southwest Colo-rado. She completed her PhD in American Literature at Indiana University-Bloomington. Her teaching areas include American literature, African American literature, U. S. Latina/o literature, American popular culture (especially television and film), media literacy, and representations of the Holocaust. Cardona is deeply committed to creating an active learning environment for stu-dents, and has been developing and utilizing lessons that chal-lenge students to go beyond a traditional reading of a text.

2016-17 HIGHLIGHTSSpotlight on the U.S. Presidential Election

Election-related workshops, covering topics from the mechanics of the process to campaign tactics, were popular. 37% of all 2016-17 Rover visits had at least one presentation related to the election and/or US politics.

Nancy Cardona, who offered an additional six student workshops on election-related topics such as “Third Party Candidates” and “Election Television Ads - Past and Present,” spent election night at Bardufoss Høgtun upper secondary school. She was invited to provide background informa-tion and real-time commentary for students who had gathered to watch as the results came in.

As anticipated, demand for these workshops was high in the fall, but interest continued through-out the year. All three Rovers gave workshops related to the US election in the spring. Further-more, having been asked about the new administration and American politics numerous times, Nishani Frazier developed an additional student workshop. Entitled, “A New Presidency, A New America?” it was designed to give students a better understanding of US domestic politics and their implications.

Penpal Exchange Started

A teacher from Finsland School in Vest-Agder County worked with Lynn Janik to set up a modern penpal program with students from Lynn’s school in the U.S., Hauser Junior High. Typed letters uploaded to Google Classroom, videos, and postal mail have been used over the course of the year to connect two groups of students of students from each school with each other. After basic introductions, students have been assigned simple discussion topics related to their lives such as “towns, houses, and places to hang out.”

One of the paired groups consisted of Finsland 7th graders and Hauser 6th graders. As both had just started middle school, the plan is for them to keep in touch for the next three years.

Civil Rights Workshops Popular at Videregående Schools

There was considerable interest in material on race and civil rights at the upper secondary level. The upper secondary Rovers offered three workshops for students and two workshops for teach-ers addressing this topic from the 20th century Civil Rights Movement to Black Lives Matter ac-tivism today. In all, 63% of Rover teaching days included the presentation of at least one of these workshops.

ROVING SCHOLAR ALUMNI ACTIVITY

Colin Irvine ’10-’11, Dean of Carroll College, has started a partnership between the college and St. Paul Gymnas in Bergen. The college is developing “Norwegian Spring Quarter,” a 2-3 week, academic program in composition and environmental studies for VGS students in their final year of study. Through this program, St. Paul students will be able to earn college credits and experi-ence American-style higher education.

Henriette Selvig, a teacher from Sola Upper Secondary School, and Heather Bandeen ‘14-’15 held a session entitled “Using Technology to Bridge Understanding: Connections Between the US & Norway” at the Minnesota eLearning Summit in July. Using open-source data visualizations that Heather had introduced during her Rover period as a starting point, the two discussed how these interactive tools can be used in teaching both in-person and online.

Lee Ann Potter ’09-’10, was the guest speaker at the March meeting of the Sons of Norway Washington lodge. She talked about her experiences as a Roving Scholar and her continued af-finity for Norway.

Following his presentation at the Språk så i Norden conference organized in Stockholm, Torran Anderson ’15-’16 was invited to submit an article for the Swedish Language Teachers Associa-tion’s journal. His piece, “The Quiet Classroom: Engaging Pupils with Writing” appeared in Lingua in the fall.

Kathleen Godfrey ‘08-’09, Andy Meyer ‘15-’16, and Randall Stephens ‘11-’12 each held pre-sentations in Oslo in October at the American Studies Association of Norway conference.

2016-17 ROVING SCHOLAR WORKSHOPS

LYNN’S WORKSHOPS FOR UNGDOMSSKOLEN STUDENTS

Teenage Life in America: Spotlight on Chicago

In this workshop, students will imagine they are ex-change students in a public school in Chicago. What is a typical bell schedule? What activities are available be-fore and after school? What about clothes, food, phones, jobs and driving? A compilation of student interviews, media clips, and research will be presented to Norwe-gian students so that they can get a glimpse of a typical day in the life of a Chicago teenager.

Stereotypes on Trial: American Edition

Stereotypes may have originated from a shred of truth; however, the media often fails to accurately represent a society and can only present one limited view. In this workshop, we will explore several common stereotypes about America and examine current data and primary sources so that students can analyze the information

from multiple perspectives and have a chance to gain additional insights into American culture. Emphasis will be placed upon the vast geographical differences in the country and diversity of the population.

The Role of Satire in the Media

Satire plays an influential role in American society today, and Americans seem to enjoy this trend that demands reflection on the part of the audience. Nightly shows and satirical weekly newspapers have exposed everything from the ridiculous nature of celebrity actions to the para-doxical and hypocritical roles of certain politicians. What freedoms come from writing in comical ways? Why is this method of communicating effective in reshaping a de-mocracy? We will explore and discuss several examples to debate and understand the value of this genre.

American Dream: Is It Still A Reality?

For centuries, America has been the land of opportunity. Americans are taught to believe that if someone works

TOP 10 CITIESNISHANI FRAZIER NANCY CARDONA LYNN JANIKBergen 15 Kristiansand 10 Harstad 10Oslo 9 Trondheim 9 Bodø 8 Stavanger 8 Oslo 8 Arendal 6Kristiansand 7 Bergen 7 Oslo 5Elverum 5 Stavanger 7 Fyllingsdalen 4Stjørdal 4 Elverum 5 Hamar 4Gran 3* Kristiansund 5 Hammerfest 4Lørenskog 3* Lillestrøm 5 Bergen 3*Sortland 3* Gran 4* Flisa 3*Trondheim 3* Kongsberg 4* Halden 3*

*Mulitple cities tied at this number of teaching days

Lynn JanikUngdomsskole Rover102 Total Teaching Days

Nancy CardonaVGS Level Rover116 Total Teaching Days

Nishani FrazierVGS Level Rover106 Total Teaching Days

CITIES VISITED BY ROVERS IN 2016-17

TOP 5 COUNTIESNISHANI FRAZIER NANCY CARDONA LYNN JANIKHordaland 20 Sør-Trøndelag 14 Aust-Agder 12

Rogaland 12 Møre og Romsdal 12 Troms 10

Hedmark 10 Akershus 11 Hedmark 9

Akershus 9 Hordaland 11 Hordaland 9

Nord-Trøndelag 9 Rogaland 11 Nordland 8

ØstfoldVestfold

Vest-AgderTroms

TelemarkSør-Trondelag

SvalbardSogn og Fjordane

RogalandOslo

OpplandNord-Trøndelag

NordlandMøre og Romsdal

HordalandHedmarkFinnmarkBuskerud

Aust-AgderAkershus

COUNTIES VISITED BY ROVERS IN 2016-17

hard, there is no limit to what he or she will achieve. This dream of the self made man continues to motivate many to seek entrance into America, legally and illegally. Is this dream sustainable? Are Americans happy? Do they still agree with this idea? What roles to gender, race, and ethnicity play in the realization of this Dream? We will examine literature, poems, and interviews that feature tales of the American Dream so students can draw their own conclusions.

The Presidential Election Process

The road to the White House is eventful and challenging. This workshop will allow students to explore the specific process of how the American people elect a president from start to finish. Footage and events surrounding the 2016 election will be examined and discussed.

LYNN’S WORKSHOPS FOR UNGDOMSSKOLEN TEACHERS AND TEACHERS-IN-TRAINING

Active Learning

Brain research today emphasizes the need to maximize the short attention spans of teenagers in a way that will keep them moving, and thereby optimize their ability to learn new information. To best meet the needs of this age group, activities should vary about every 10-15 min-utes, and lessons need to be divided into segments that allow for individual work, group work, and partner work. This helps to facilitate an inclusive environment and as-sists teachers in working with unmotivated students. Nu-merous strategies and activities to infuse fun and energy

into lessons will be shared with teachers.

Strategies for Teaching Foreign Languages

Exposing students to another language presents great potential to trigger a love of learning about other per-spectives and cultures. This is such a unique responsi-bility! How can teachers present verbs and grammar in ways that encourage students to dig into the language and participate in meaningful mastery of content? A va-riety of best practice methods will be shared. Resources presented will include games, projects, and tech based ideas and activities that will spark interest and encour-age students to become self-motivated learners. We will explore and share ideas on how to motivate students and to instill a true passion for learning.

Project Based Learning (PBL)

The 21st Century Standards require students to do re-search, pursue interests that matter to them and society, utilize technology, and ascend from the lowest stage of Bloom’s Taxonomy – remembering – to the highest lev-el: creating. Students also need a balance of individual work assignments and group work so that they learn to function in both settings. PBL addresses all of these needs and more. It allows for a unit research assignment to be differentiated to meet the needs of all learners. An overview of the process and stages of will be explored, and examples and resources will be shared.

The Inside Story of an American Public School Teacher

What is a typical teaching assignment in a public school in America? What evaluation tools are used by admin-istrators to examine teacher performance? What stan-dards are in place, and what exams are used to assess students? Are American educators obsessed with data? Do unions play a large role in public schools? What professional development do teachers receive? These questions and more will be examined in this workshop. This is meant to be an open dialogue about teaching in public schools in America which will serve to launch a discussion about current trends in Norwegian education and matters concerning teachers.

NANCY’S WORKSHOPS FOR VIDEREGÅENDE STUDENTS

Alternate perspectives of U.S. History: Independence Day, July 4

Every year, Americans celebrate their independence from British colonial rule on Independence Day, July 4. However, neither today nor in the past has this day meant the same thing to every American. This lesson al-lows students to examine different historical understand-ings of the significance of the Fourth of July. Students will read aloud excerpts from eighteenth and nineteenth century documents to better understand how different populations of people understand Independence Day based upon their citizenship status.

A nation on the move: Manifest Destiny represented on television

In the summer of 1845, report John O’Sullivan explained that it was Americans’ “manifest destiny to overspread the continent allotted by Providence for the free devel-opment of our yearly multiplying millions.” Since that time, Americans have thought of themselves as a people who can move around the country. But what did this movement mean to different people, both historically and contemporarily? This workshop will ask students to think about what “movement” and “mobility” mean to them. This workshop can be tailored to focus on the 19th cen-tury (American pioneers and Native Americans) or 20th century (Great Depression, Beatniks, undocumented workers).

Dr. Martin Luther King, Jr.’s legacy: Contemporary civil rights movements

Dr. King’s 1963 “I Have a Dream” speech continues to resonate for Americans, particularly those who continue be marginalized and disenfranchised. Beginning with the text of the speech, this workshop will ask students to think about contemporary civil rights issues such as #BlackLivesMatter, marriage equality, and LGBTQ issues in terms of Dr. King’s speech. Students will think about the role of civil rights in Norway and how these are simi-lar and distinct from American issues.

“We shall be as a city upon the hill”: The influence of Puri-tan thought on the contemporary United States

Winthrop’s “Modell of Christian Charity” is taught in American literature classes, leading students to see it as a relic of the settlement of the United States. More re-

cently, the symbol of the city upon the hill has been used by politicians to talk about the United States as a beacon of hope and freedom. This workshop will introduce the ideas presented in Winthrop’s sermon as well as how they continue to be referenced in contemporary politics. Students will read excerpts from the sermon and screen clips from political speeches. Finally, students will apply the ideas to American and Norwegian societies.

Nancy had several student workshops focused on the US elections. Though intended to be seasonal offerings during the election season, interest was such that she offered them in the spring as well.

Political Campaigning in the Twenty-First Century

The 2008 Obama campaign revolutionized the ways that political parties think about connecting with and motivat-ing voters not only to participate in electoral politics, but to encourage others to do so as well. This workshop will have students examine the challenges of campaigning in the 21st century in order to look at different ways cam-paigns are using social media to overcome these. Stu-dents will also compare American political social media strategies to Norwegian ones.

Election Television Ads – Past and Present

Although television advertising for presidential candi-dates emerges in the post-World War II election cycle, the first to seriously contribute to voters’ decision-making process is the 1964 Johnson campaign “Daisy” ad. This workshop will ask students to examine the evolution of

political television ads, focusing specifically on four: the 1964 “Daisy” ad, the 1979 “Morning in America” ad, the 1988 “Willie Horton” ad, and the 2016 “In His Own Words” ad. Students will analyze the approaches the ads take as well as compare them to Norwegian political advertising.

Media Coverage of the Election: An introduction to Media Literacy

This workshop introduces students to the ways corporate ownership of media outlets can influence coverage of the election. The workshop presents issues of U.S. me-dia consolidation, the news cycle, and the role of social media.

Voting Rights Act of 1965 in the 21st century– Shelby County v Holder (2013)

President Johnson’s signing of the 1965 Voting Rights Act has proven to be pivotal in allowing disenfranchised communities to participate in the political process. The legislation eliminated discriminatory practices such as literacy tests and poll taxes. Recent state-level legislation has challenged the need for the oversight that the Act requires. Shelby County v. Holder (2013) has allowed states to make the registration process to vote more complicated. This workshop will introduce students to the challenges that voters are encountering since the 2014 election cycle. Students will consider how these realities can shape election outcomes.

January 20: Inauguration Day

Every four years, Americans (re-)inaugurate their Presi-dent. On this day, citizens reflect on the previous pres-ident’s legacy and envision a new era. This workshop will introduce students to the ritual of the American Inauguration, focusing on the various activities that typi-cally accompany this day. In addition, students will view clips from Presidents Kennedy, Reagan, Clinton, and Obama’s inaugural addresses to examine the idea of American rhetoric. If preferred, the workshop instead can focus on inaugural poets Robert Frost, Maya Angelou, Miller Williams, Elizabeth Alexander, and Richard Blanco.

NANCY’S WORKSHOPS FOR VIDEREGÅENDE TEACHERS AND TEACHERS-IN-TRAINING

#BlackLivesMatter: The contemporary conversation about race in the U.S.

When President Obama was elected in 2008, many be-gan to refer to a post-racial United States. U.S. commu-nities of color, however, respectfully disagreed, pointing to the mass incarceration of young men of color and the experience of police brutality in communities of color. The murder of Trayvon Martin at the hands of a neighbor-hood watch participant in 2010 marks the reengagement of discussions of race in the United States. Since 2014, that discussion has engaged as new strategy with the use of #BlackLivesMatter in social media. This discus-sion will introduce the various facets of the discussion of racism, white privilege, and communities of color in gen-eral. While not exhaustive, this discussion will acquaint participants with the major strains of the discussion.

Immigration in Twenty-First Century United States

Republican presidential candidate Donald Trump recent-ly characterized Mexican immigrants as undesirables who are “rapists” and criminals. Recent polling, however, suggests that the presumptive nominee’s assessment is not widely held. Immigration policy in the United States has not been revisited since the late 1990s and many in the country demand that be rectified. Citizens of Latin American descent are among the fastest growing com-munity in the United States. This presentation will intro-duce the major concerns aired by these citizens in terms of the 2016 presidential election: “amnesty,” a path to citizenship, the status of Dreamers.

Multimedia in the classroom

This workshop is designed to introduce teachers to the basics of multimedia use in the classroom. While some are more technically oriented than others, the aim of the workshop is to familiarize teachers with basic skills to be able to guide students in using these technologies. The workshop will also include suggested ways to incorpo-rate these technologies into lessons and assignments. Potential topics: Social media (e.g. Pinterest, Twitter, Tumblr, Reddit); Podcasting; Video (e.g. YouTube, Vine); Collaborative annotating (e.g. SocialBook, VideoAnt); Blogging and Vlogging.

“Gamifying” the humanities classroom

The use of “games” in the humanities classroom can further students’ analytical and close readings skills, al-

lowing them to work collaboratively, and in many cases, encouraging them to move around the room. In addition, these techniques can be used to reinforce in class con-tent by moving the discussion outside of the classroom. These activities can aid in deepening students’ under-standing and engagement with texts. Both stand alone and ongoing (content module length) games will be in-troduced.

Media Literacy 101

Students tend to think of themselves as “digital natives,” able to navigate social and digital media with a deftness at which non-digitals marvel. However, this comfort does not necessarily translate to the ability to think critically about media, both in terms of how it is presented to the audience as well as how the audience participates in it. In this workshop, teachers will be acquainted with the evolution of media literacy and audience studies. It will specifically focus on the practical applications that can be presented to students with assignments that can rein-force these concepts.

NISHANI’S WORKSHOPS FOR VIDEREGÅENDE STUDENTS

The Promised Land?: Great Migration One – 1910-1930

This workshop will examine the history of black migration from the rural South to the urban North. Attendees will learn why it’s called the Great Migration and what were the “push”/”pull” factors which led to the massive move-ment of African Americans within the United States. Par-

ticular attention will be given to the black experience in the North and cultural transformation which gave rise to a total Renaissance. Learning outcomes include: broad historical knowledge on social and political movements in the early 20th century, early urbanization and its effect on black culture/identity formation, and a comparative framework for the current migration crisis in Europe.

Who Promised Me THIS Land!!!!: Great Migration Two – 1940-1970

This workshop explores the processes which lead to a second Great Migration. This class will explain how World War II events inspire a vast movement of rural Af-rican Americans from the south to the Northern or West-ern territories of the United States. It will also include discussion on housing discrimination within the context of suburbanization and ghettoization and will give par-ticular attention to the role of the federal government in propagating economic inequality. Learning outcomes include: broad historical knowledge on the post World War II period, urbanization and economic inequality, and a comparative framework for the current migration crisis in Europe.

New York City Looks Like Hell!: The United States in the 1970s

The 1970s marks a turning point from the possibilities and hopes of the 1960s to urban decline and conser-vative takeover of the 1980s. This decade was a pivotal period that revealed the failures of the 60s movement to wholly transform American society. No place represent-

ed this decline more than New York City. The symbol of urban decay, New York epitomized gluttony and bright lights in the midst of poverty. But despite its tragic cir-cumstances, three musical movements emerged within this landscape – disco, rap, and punk. Among the three, one would go on to become the voice of global youth culture. Learning outcomes include: broad historical knowledge on 1970s urbanization and cultural contribu-tions of punk, disco, and rap music.

Aint Gonna Let Nobody Turn Me Around: Civil Rights Movement in the United States

This workshop will review the historical events which led to the 1960s Civil Rights and Black Power Movements. Students will learn about the various forms of black re-sistance including: boycotts, marches, nonviolent direct action, self-defense, global coalition building, and rep-arations efforts. This session will also cover the major events that characterized the civil rights movement and how these moments ushered in black power. Finally, students will learn how African American freedom move-ments interfaced with international movements. This ses-sion is an introduction to the African American historical experience that gives students a nuanced understanding of freedom and democracy as a continuing process for black people in America.

Eight Miles High!: Counter Culture in the 1960s

The 1960s is generally defined as a period of sex, drugs, and rock n roll. Sex and drugs certainly became au-thentic traits of counter culture. However, this masked

the deeper, contemplative aspects of hippie philosophy which challenged capitalism, societal norms, and po-litical structures. This class will take you on a “magic carpet ride” through 1960s history and help students explore the intellectual and spiritual underpinnings that embodied counter culture. Learning outcomes include: historical knowledge on 1960s counter culture.

BLACK LIVES MATTER: In Protest and Policy

On July 4, 1776, representatives from the 13 colonies signed a document listing various injustices suffered un-der British rule. The 10th accusation against the King of England centered on soldiers who were sent as “officers to harass our people, and eat out their substance.” Iron-ically, despite America’s founding principles against the use of such force and economic drain of the people, Afri-can Americans remain burdened by the financial effects of policing and unchecked violence. The rise of digital media brought these issues to the fore and inspired a resurgence of resistance via Black Lives Matter, a move-ment to end police violence against African Americans. This workshop will discuss the history of policing in the black community and the present movement to address police brutality.

United States in the 21st Century: Wild Card!

Many students may have an interest in other facets of American History which do not fall under the previous workshops. This particularly expresses itself when cur-rent events raise questions about the cultural and histori-cal background surrounding present day issues such as

the upcoming 2016 election. This workshop is an inter-active discussion based on student selection of current event articles. Students will bring to class newspaper articles which inspire questions about the United States. I will select four or five articles and provide a lecture on the cultural and historical framework which gave rise to that event.

A New Presidency, A New America?*

As students learn more about the incoming President, many of them ponder how these changes will affect the United States. This workshop will address the domestic changes occurring within the American political system. This lecture gives special attention to changes in resi-dency status, voting rights, citizenship standing, eco-nomic transformation, and foreign policy. It also includes background information on the current White House candidates nominated for federal positions and the po-litical influence of White House insiders. Students will gain a greater understanding of internal politics within the United States and its implications domestically and the world.

‘This workshop was developed for and offered in the spring.

NISHANI’S WORKSHOPS FOR VIDEREGÅENDE TEACHERS AND TEACHERS-IN-TRAINING

Living History in the Classroom: Incorporating Public His-tory Methodologies in Teaching

Few historians incorporate public history in their class-room. However, educators miss an opportunity to make history accessible, tangible, and visceral. Living history is a pedagogical approach that can help young adult learners empathize, understand causation and effect, and connect complex historical events with living peo-ple. These methods do not equate to early period “dress up”, but are tools to help students think about historical processes in an intimate atmosphere. This workshop will suggest multiple techniques for engaging students through living history.

The Return of Black Power: New Historiography in Black Freedom Movement Studies

Recent studies have transformed the historiography of black activism during the 1960s. Instead of its previous focus on individual leaders and southern racism, newly published works now integrate women’s roles, northern movements, and the importance of the everyday person. These books also revisit the black power period and explore the era’s success and failures as an extension of civil rights. This workshop will review these changing dynamics and suggest new ways to talk about the 1960s black freedom movement.

You Never Asked Me: Teaching Students Oral History

This will be an interactive seminar that will explore how people remember and interpret the historical events of their lives, their community, and the world around. This course will explore various topics, including: What is memory, how do we remember, the validity of memories,

transmission of memories between generations, and the impact of gender and race in the transition of memory. This workshop will also cover the nuts and bolts guide-lines of how to teach students to conduct an oral history interview in their communities.

History and Digital Humanities at the Crossroads: Recov-ery, Dissemination and Activist Intervention as an Inten-tional Model

Digital humanities plays an increasingly important role in history writing and research. However, many ques-

tion its usefulness as a pedagogical tool for secondary or college classrooms. This workshop will illustrate how digital humanities can play a central role in the recovery of historical events, figures, documents and narratives. Teachers can use these tools to help students become history apprentices, while encouraging them to embrace power sharing and open access during historical pro-duction. This talk explains how educators can use digital humanities as a model for intersecting history and civic engagement in the classroom and online.

In February Lynn Janik was interviewed for the Teaching Traveling! website. In her reflec-tions she noted:

“The most fulfilling part of the job comes with meeting students and teachers throughout the country. I have been welcomed and respected in each of the 36 schools I have visited so far. One popular workshop topic is exploring stereotypes. First students write down their thoughts about different areas of Norway, and from there we move to their perceptions of the U.S. By the end of the workshop I attempt to redirect the focus to the importance of meeting people, recog-nizing each person as a unique individual, and recognizing how understanding at a local level is essential. I’ve been asked all sorts of questions ranging from whether or not life in the US is like the reality shows, to whether or not I like “brunost,” Norway’s brown cheese.”

Later she added:

“I consider myself lucky to have so many opportunities to interact with students and learn about their dreams and concerns. No two days on the job are alike, and I find myself getting better each day at living simply (out of my suitcase), being open minded and flexible.”

For the complete interview, please visit: www.teachingtraveling.com/2017/02/11/sabbati-cal-teach-abroad/

Alstad ungdomsskole, Bodø, Nordland.Alta VGS, Alta, Finnmark.Askøy VGS, Kleppestø, Hordaland.Atlanten VGS, Kristiansund , Møre og Romsdal.Bankgata ungdomsskole, Bodø, Nordland.Bardufoss Høgtun VGS, Bardufoss, Troms.Bergeland VGS, Stavanger, Rogaland.Bergen katedralskole VGS, Bergen, Hordaland.Bjerke VgS, Oslo, Oslo.Bjørgvin VGS, Bergen, Hordaland.Bjørnholt skole VGS, Oslo, Oslo.Blindern VGS, Oslo, Oslo.Bodø VGS, Bodø, Nordland.Brandsfjord barne- og ungdomsskole, Brands-fjord, Sør-Trondelag.Breilia skole, Hammerfest, Finnmark.Byåsen VGS, Trondheim, Sør-Trondelag.Charlottenlund ungdomsskole, Jakobsli, Sør-Trondelag.Charlottenlund VGS, Jakobsli, Sør-Trondelag.Dovre ungdomsskole, Dombås, Oppland.Edvard Munch VGS, Oslo, Oslo.Elverum VGS, Elverum, Hedmark.Ener ungdomsskole, Ridabu, Hedmark.Fagerlia VGS, Ålesund, Møre og Romsdal.Finsland skole, Finsland, Sogn og Fjordane.Fjordtun skole, Rypefjord, Finnmark.Flåtestad skole, Oppegård, Akershus.Foss VGS, Oslo, Oslo.Framnes Kristne VGS, Norheimsund, Hordaland.Fyrstikkalleen VGS, Oslo, Oslo.Greveskogen VGS, Tønsberg, Vestfold.Grong barne- og ungdomsskole, Grong, Nord-Trøndelag.Hadeland VGS, Gran, Oppland.Hagebyen skole, Harstad, Troms.Hamar katedralskole VGS, Hamar, Hedmark.

Harstad Skole, Harstad, Troms.Harstad voksenopplaering, Harstad, Troms.Haugenstua Skole, Oslo, Oslo.Hauketo Skole, Oslo, Oslo.Hedmark University College, Hamar, Hedmark.Heidal skule, Heidal, Oppland.Hellerasten skole, Tårnåsen, Akershus.Hemne VGS, Kyrksæterøra, Sør-Trondelag.Herøy VGS, Fosnavåg, Møre og Romsdal.Hetland VGS, Stavanger, Rogaland.Hisøy skole, His, Aust-Agder.Horten VGS, Horten, Vestfold.Humanistskolen, Oslo, Oslo.Jessheim vgs, Jessheim, Akershus.Jåttå VGS, Stavanger, Rogaland.Kila skole, Harstad, Troms.Kirkenes VGS, Hesseng, Finnmark.Kjerringøy skole og Barnehage, Bodø, Nordland.Kongsberg VGS, Kongsberg, Buskerud.Kristiansand katedralskole VGS, Kristiansand , Vest-Agder.Kristiansund VGS, Kristiansund , Møre og Romsdal.Kruseløkka ungdomsskole, Sarpsborg, Østfold.Kuben VGS, Oslo, Oslo.Langhaugen VGS, Bergen, Hordaland.Lillestrøm VGS, Lillestrøm, Akershus.Lister VGS Eilert Sundt, Kristiansand, Vest-Agder.Longyearbyen skole, Longyearbyen, Svalbard.Lynghaug skole, Fyllingsdalen, Hordaland.Lyngmyr skole, Tvedestrand, Aust-Agder.Lønborg VGS, Bergen, Hordaland.Mailand VGS, Lørenskog, Akershus.Malakoff VGS, Moss, Østfold.Melhus VGS, Melhus, Sør-Trondelag.Molde VGS, Molde, Møre og Romsdal.Moltemyr skole, Arendal, Aust-Agder.

ALL SCHOOLS VISITED BY ROVERS IN 2016-17

Måndalen Oppvekstsenter - Avd skole, Mån-dalen, Møre og Romsdal.Nadderud VGS, Bekkestua, Akershus.Nannestad VGS, Nannestad, Akershus.Narvik VGS, Narvik, Nordland.Notodden VGS, Notodden, Telemark.Nærøy ungdomsskole, Kolvereid, Nord-Trøndelag.Nøtterøy VGS, Nøtterøy, Vestfold.Ole Vig VGS, Stjørdal, Nord-Trøndelag.Orkdal VGS, Orkanger, Sør-Trondelag.Ortun skole, Fyllingsdalen, Hordaland.Oslo Handelsgymnasium, Oslo, Oslo.Oslo katedralskole VGS, Oslo, Oslo.Porsgrunn VGS, Porsgrunn, Telemark.Presterød ungdomsskole, Tolvsrød, Vestfold.Ramstad skole, Høvik, Akershus.Ringerike VGS, Hønefoss, Buskerud.Risum ungdomsskole, Halden, Østfold.Rosthaug VGS, Åmot, Hedmark.Rothaugen skole, Bergen, Hordaland.Rørvik skole, Rørvik, Nord-Trøndelag.Råde ungdomsskole, Råde, Østfold.Samisk VGS - Kautokeino, Kautokeino, Finnmark.Sandefjord VGS, Sandefjord, Vestfold.Sandnes VGS, Sandnes, Rogaland.Sandsli VGS, Sandsli, Hordaland.Sauda VGS, Sauda, Rogaland.Seljestad ungdomsskole, Harstad, Troms.Seter Skole, Seter, Sør-Trondelag.Ski VGS, Ski, Akershus.Skolen i Væren, Bodø, Nordland.Snåsa Montessori, Snåsa, Nord Trøndelag.Snåsa skole, Snåsa, Nord-Trøndelag.Sola VGS, Sola, Rogaland.Sortland VGS, Sortland, Nordland.St. Franciskus skole, Arendal, Aust-Agder.St. Svithun VGS, Stavanger, Rogaland.Stangnes ungdomsskole, Harstad, Troms.Stord VGS, Stord, Hordaland.

Strand barne- og ungdomsskole, Steinsdalen, Sør-Trondelag.Stridsklev ungdomsskole, Porsgrunn, Telemark.Sør-Roan, , Sør-Trondelag.Tangen VGS, Kristiansand, Vest-Agder.Thora Storm VGS, Trondheim, Sør-Trondelag.Tiller VGS, Tiller, Sør-Trondelag.Tromsdalen VGS, Tomasjord, Troms.Trondheim katedralskole VGS, Trondheim, Sør-Trondelag.Trysil ungdomsskole, Trysil, Hedmark.Trysil VGS, Trysil, Hedmark.Ullern VGS, Oslo, Oslo.Universitetet i Stavanger, Stavanger, Rogaland.Vardafjell VGS, Haugesund, Rogaland.Vennesla VGS, Vennesla, Vest-Agder.Verdal VGS, Verdal, Nord-Trøndelag.Vest-Lofoten VGS, Leknes, Nordland.Vågsbygd VGS, Kristiansand , Vest-Agder.Vågå ungdomsskule, Vågå, Oppland.Wang VGS, Oslo, Oslo.Ytre Namdal VGS, Rørvik, Nord-Trøndelag.Ytrebygda skole, Blomsterdalen, Hordaland.Øyslebø Skole, Øyslebø, Vest-Agder.Øystese gymnas VGS, Øystese, Hordaland.Ålesund VGS, Ålesund, Møre og Romsdal.Åndalsnes ungdomsskole, Åndalsnes, Møre og Romsdal.Årstad VGS, Bergen, Hordaland.Ås ungdomsskole, Ås, Akershus.Åsane VGS, Nyborg, Hordaland.Åsly skole, Rissa, Sør-Trondelag.Åsnes ungdomsskole, Flisa, Hedmark.

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