Becky Tomaso is a high school educator and career technical education leader at Baldwin Preparatory Academy in Loxley, Alabama, where she serves as the Teacher Cadet Academy instructor and coordinates the Educators in Training pathway. With thirty-one years of teaching experience, Becky is passionate about building a “grow-your-own” teacher pipeline and preparing future educators through hands-on, real-world learning experiences. She intentionally integrates soft skills such as communication, collaboration, professionalism, and leadership alongside academic content, ensuring students are career- and workforce-ready. Becky also incorporates innovative practices including AI literacy, project-based learning, and the 5E instructional model while fostering strong community partnerships and mentoring students to become confident, compassionate professionals.

Project Description: Students will combine the principles of the Declaration to essential soft skills, such as signing their name, in a school-wide “John Hancock Day” celebration, in order to define their roles as both a citizens and young professionals in a historical and practical context.

Donica Nash is a middle and high school English and history teacher at River City Academy in Soldotna, Alaska. In this role as a history teacher, Donica strives to inspire students to participate in our nation’s progress. There is nothing more important to her than demonstrating to students that they can be a part of democracy first-hand, and that all voices are welcome to the table. Donica’s hope is that her small part in providing opportunities for students can have a ripple effect far beyond her own time in the field.

Project Description: Through a trip to Alaska’s State Capitol in Juneau, students will observe the founding core principles of American democracy at work by sitting in on a live legislative session.

Kim Alvin De Lara is a 2nd grade teacher at Hartford Sylvia Encias Elementary School in Chandler, Arizona. Kim has taught for 14 years, and is dedicated to fostering innovation and invention education in underserved communities. Teaching in Title I schools, Kim integrates STEM, sustainability, and real-world problem-solving into everyday classroom learning. He designs hands-on, inquiry-based projects that empower students to become young inventors, engineers, and changemakers tackling challenges such as water conservation, renewable energy, assistive technology, and environmental health. Through programs like Young E- STEM and interdisciplinary STEM-literacy units, Kim emphasizes creativity, empathy, and the engineering design process. A national conference presenter and community advocate, Kim is excited to bring innovative ideas to America250 and to further integrate civics and social studies into his work, helping students connect invention, civic responsibility, and community impact. He believes that innovation education at an early age builds confidence, agency, and a lifelong passion for learning.

Project Description: Students will explore the Declaration and its vital scientific and historical connections with the printing press through the creation of their own “Freedom Message Machines.”

Cherese Smith is an 8th grade United States and Arkansas history teacher at Ozark Junior High School in Ozark, Arkansas. With 23 years of experience in teaching, Cherese has been a driving force in creating exciting and effective learning environments in her rural Title One school. Beyond the classroom, Cherese serves as a Quiz Bowl and Special Olympics Coach. She has won many local, state, and national awards. When she is able, she loves to attend teacher seminars and institutes. Cherese is married and has one son. In her spare time, she loves to read, needle point, and travel.

Project Description: Using a field trip to the Crystal Bridges Art Museum as inspiration, 8th grade students will engage with the ideas of civic duty and responsibility in the modern day by constructing their own personal “Declarations in Art.”

Lucas Vieira teaches 11th grade civics and serves as the Head of Upper School at Beacon Hill Classical Academy in Camarillo, California, providing leadership for the 6-12th grade program. His proficiency and passion in the classroom have been acknowledged nationally, as evidenced by his receipt of the 2024 Teacher of the Year Award from the Herzog Foundation. Lucas holds a Graduate Certificate in Classical Christian Studies from New Saint Andrews College, a Master of Legal Studies from Trinity Law School, and his B.A. in Philosophy & Religion from Westmont College. Lucas is also the Founder of the Beza Institute for Reformed Classical Education, an organization which seeks to promote classical education through publishing, podcasts, and resources. He lives in Southern California with his lovely wife, Madelyn, and their children.

Project Description: Over the course of 3 days, students will plan a documentary project exploring the Declaration’s classical and religious influences through interactions with primary sources, local scholars, and field trips to the county seat in Ventura, the Huntington Library, and the Ronald Reagan Ranch.

Barbara Taylor is a middle school social studies teacher at Evergreen Middle School in Evergreen, Colorado. Previously, Barbara taught high school history for twenty-five years. The Gilder-Lehrman Institute named Barbara the 2020 Colorado History Teacher of the Year, a year after she won the James Madison Memorial Fellowship in American History. Her publication of How Colorado Became the Centennial State with Colorado’s Filter Press in 2025 schooled Barbara on Colorado’s sesquicentennial and the U.S.’s semiquincentennial, or as Coloradans call it, the “Sesquisemiquincentennial.” Barbara’s work with the American Exchange Project, which sends high school graduates to an American town very different from their own for a FREE visit, has given her tangible hope that young people are capable of stewards of democracy.

Project Description: 6th grade and 8th grade students will learn about the connection between the values of the Declaration and the fight for Colorado statehood through hands-on analysis of 50 primary sources held by the History Colorado Center in Denver focused on Colorado’s role in the preservation and expansion of the nation.

Erica Zamsky Hunt is a history, government, and psychology at Newington High School in Newington Connecticut, where she has taught for 24 years. Over the last ten or so years, her specialty has been in teaching American Government, which has been a joy as she has always had a passion for government and politics. Recently, she and two co-workers worked alongside the MLL teacher to create a course that is both accessible and welcoming to teach newcomers about American history and government, with Erica being the government instructor. Teaching this has been a highlight of her career. In addition to teaching, Erica is the proud co-vice president of her teachers’ union, a wife to Ryan, a mom to teenage children Dylan and Josie, and an obsessed dog mom!

Project Description: Through a trip along Boston’s “Freedom Trail,” a group of multilingual learning students will have the chance to explore a city at the center of the fight for independence, before sharing their experiences to their families and community.

Elizabeth Bear teaches 9th grade civics and economics at Cab Calloway School of the Arts in Wilmington, Delaware. She has a B.A. in History and an M.A. in Teaching from St. Mary’s College of Maryland, and an M.A. in Economics and Entrepreneurship for Educators from the University of Delaware. She was recently awarded the 2025 Delaware Governor’s Award for Excellence in Civics Education. She has 11 years of teaching experience and uses a student-centered approach to instruction. Elizabeth’s civics class emphasizes active citizenship and empowers students to advocate for issues they care about.

Project Description: After a visit to Independence Hall in Philadelphia, students will create auditory and visual artistic representations of the Declaration’s continual impact from its signing on July 4th, 1776 to the present day.

DaeTrelle Jones-Taylor is a high school world history teacher at Dunbar High School in Washington, D.C. DaeTrelle believes every child has unique strengths and deserves the opportunity to shine. She chose teaching to make a positive impact on students who need extra support and encouragement, helping them build confidence and independence. In her classroom, learning is personalized, engaging, and focused on both academic growth and social-emotional well-being. She loves collaborating with families to ensure students thrive, using creative strategies and technology to make lessons meaningful. Outside of school, DaeTrelle enjoys mindfulness activities and baking desserts. Her goal is simple: to help every learner succeed, feel valued, and enjoy a sweet treat occasionally.

Project Description: Following a discussion and special guest lecture on the Declaration and its modern day applications, students will express their understanding of the democratic principles of the Declaration through the creation of a public “Voices of Independence” art gallery.

Brett Swan is a 10th grade AICE international history teacher and an 11th grade American history teacher at Dr. Kiran C. Patel High School in Tampa, Florida. He also serves as the sponsor of the school’s “We the People Civics Club,” where he supports student learning through civic engagement, constitutional literacy, and informed discourse. Through competitions, research, and community involvement, Brett works to empower students of all ages to become thoughtful, informed, and active participants in society.

Project Description: High school students and faculty will undergo training on civic education and the founding principles through a combination of guest lectures and field trips to places such as the University of Tampa and the Clearwater Historical Society, culminating in a community-wide “civics workshop” for elementary school students.

Chelsea Falk-Orr is a U.S. history teacher at Manchester High School in Manchester, Georgia, where she has taught for a year and a half. She loves U.S. history and American government, and works to make both subjects feel alive, relevant, and connected to students’ lives today. Her classroom is grounded in the color green and a comfortable vibe that helps students feel welcome and ready to learn. Chelsea’s students take lots of notes, but her goal is for history to feel more like reading a good book than memorizing a list of facts. She wants students to see stories, people, choices, and consequences, and to recognize their place in the American story. Chelsea hopes they leave inspired to think, question, and participate in their communities.

Project Description: Students will research, write first-person dialogues, design digital exhibits, and act as key figures from the American Revolution for public “Living History Musueums,” before writing their own “Modern Declarations” linking their lives to the lives of those they researched.

Chayanee Brooks is a National Board-Certified high school ELA and social studies teacher at Ka’u High and Pahala Elementary School in Pahala, Hawaii. She has been recognized as an HSTA Pono Award Winner 2025, Kaʻū-Keaʻau-Pāhoa Complex Area Teacher of the Year 2023, Hawaii State Teacher Fellow, and Pulitzer Center Teacher Fellow. She is currently a Ph.D. candidate in Neuroscience. With an understanding of neuroplasticity, learning, and memory, Brooks has been embedding Socratic seminars in her courses to cognitively engage and empower her students. She has given professional development training for teachers on how to use cogenerative, open-ended, and explorative dialogues through collaboration in order to generate authentic learning experiences. She is the author of numerous articles on assessment, feedback, and student voice. Her passion is advising her students in her journalism class to produce their own personal documentary stories that are aired on public television in Hawaii.

Project Description: High school students will conduct a documentary project asking “How have the principles of the Declaration been interpreted, challenged, and upheld by the people of Hawaii?” in an attempt to showcase how the enduring struggle for rights in Hawaii represents a continuation of the revolutionary spirit found within the Declaration.

Mark Olsen serves as principal and middle school English and social studies teacher at White Pine STEM Academy in Ammon, Idaho. Mark is in his 26th year as an educator and has previously taught high school English and college composition. He serves on the Teacher Advisory Council for the National Constitution Center, works with the Smithsonian Institute as a facilitator in their Democracy in Dialogue Virtual Exchange, and participates regularly with the Idaho Humanities Council. Mark received the Excellence in Teaching Award by the California Association of Teachers of English and has written and published curriculum taught throughout several states. He currently lives in Idaho Falls with his wonderful wife and one of five children, where he coaches middle school debate and serves as the Director of Academics. Mark believes we must give our prime time and not just our spare time if we want to preserve the freedoms the United States promises to provide.

Project Description: Students will engage with city council members, local tribal leaders, military members, and scholars from the National Constitution Center in a discussion about the values and legacy of the American experiment, before venturing to Yellowstone National Park for an overnight trip, showcasing how America’s past 250 years are only a small chapter of America’s natural and Native American history.

Lucas Rojas is entering his eighth year of teaching U.S. government, AP U.S. government, and political campaigns and elections at Geneva Community High School in Geneva, Illinois. He is also beginning his fourth year as Social Studies Department Chair for Geneva CUSD 304, supporting curriculum development, collaborative planning, and instructional improvement. His professional interests include civics and global education, with a focus on fostering active citizenship and creating opportunities for students to engage in thoughtful, respectful civic dialogue. Lucas is passionate about developing social studies curricula that emphasize critical thinking, global awareness, real-world application, and student engagement, preparing students to participate thoughtfully in civic life and an interconnected world.

Project Description: Students will create a Wall of Honor recognizing military service members through an extensive interview, biography writing, and a curation project, connecting current students to former students who served to protect and defend the values embedded in the Declaration.

Sean Scott teaches the American history survey and upper-level high school courses on the U.S. Constitution, Civil War and Reconstruction, and Abraham Lincoln at the Indiana Academy for Science, Mathematics, and Humanities in Muncie, Indiana. He earned a Ph.D. in history from Purdue University and studies the intersection of religion and politics during the Civil War era. He has written A Visitation of God: Northern Civilians Interpret the Civil War and several academic articles and book chapters.

Project Description: Over a two week period, students will explore the connection between Lincoln and the Declaration through the study of primary sources like Lincoln’s “Lyceum Address” and field trips to sites such as the Lincoln Presidential Library, before creating oral history exhibits highlighting the impact of the Declaration on Lincoln’s life for public viewing.

Kelly Steffen is a high school social studies teacher at Vinton-Shellsburg High School in Vinton, Iowa. Kelly earned her B.A. in History and Secondary Education, with a minor in Spanish, from Loras College. She was selected as a James Madison Fellow, earning a master’s degree in American History and Government from Ashland University. Her teaching philosophy emphasizes lifelong learning, place-based education, and fostering civic responsibility, encouraging students to engage actively with their communities and understand their role in sustaining democracy. Annually, Kelly and her students proudly organize a community-wide assembly to honor our Veterans. She participates in national educational seminars, collaborating with and learning from educators across the country. She has been honored as Iowa Social Studies Teacher of the Year, Iowa History Teacher of the Year, and Iowa Teacher of the Year (VFW).

Project Description: The America 250 History Club will offer a unique approach for students to study the Declaration through discussions about its impact on different pieces of American history during each meeting, culminating in students writing their own “revised” Declarations to share with their community in an effort to address the successes and shortcomings of the document.

Thomas Fulbright is a high school history educator at Hope Street Charter Academy in Topeka, Kansas, where he has taught for eighteen years. He was honored to be designated the Gilder Lehrman Kansas History Teacher of the Year in 2018 and a James Madison Fellow in 2023. His passion for teaching through primary sources and promoting civic engagement drove him to join the historical organization that maintains Topeka’s Constitution Hall, where he now chairs the Education Committee. It is in his role as both the head of that Committee and a classroom teacher that he applied for the Teaching America250 grant. He hopes the grant will support teachers in using primary sources to teach about the 250th anniversary of the Declaration of Independence, its role in each state’s past, and its importance today. He is grateful to his own teachers, who inspired him to become the teacher he is and his wife and kids for allowing him to be such a history nerd.

Project Description: The story of how Kansas’ statehood is tied to the Declaration will be told through a traveling banner exhibit brought to schools across the state, giving thousands of Kansas students the chance to engage with the Declaration’s principles and their state’s history.

Jennifer Brown is a 5th grade social studies teacher at Menifee Central School in Frenchburg, Kentucky. She holds a B.A. in Elementary Education from Berea College and was honored with the Excellence in Teaching Award and the Earle C. Clement Innovation in Teaching Award. Jennifer is actively involved in several statewide initiatives, including the Kentucky Educational Development Corporation’s America’s Promise History Grant and the GoTeach KY Teacher Ambassador program. She is also a member of the Kentucky Innovative Teacher Fellowship and her district’s deeper learning team. Passionate about history, inquiry, and student engagement, Jennifer believes that children learn best when they are active participants in their own learning.

Project Description: Over the course of five months, 5th grade students will explore primary sources and visit Kentucky historical sites linked to the American Revolution, like Fort Boonesborough and Fort Harrod, before conducting an oral history project exploring the significance of the principles of liberty, equality, and civic responsibility in the lives of their community members.

Catherine Womble is a high school social studies educator at Bolton Academy in Alexandria, Louisiana, where she works to make history meaningful, memorable, and empowering for her students. Known for her creative, hands-on approach, Catherine strives to help students connect deeply with America’s founding ideals and see their own role in shaping the nation’s future. Catherine is honored to receive the Teaching America250 Award for her state and looks forward to celebrating the 250th anniversary of the Declaration of Independence with her school community in a way that engages, inspires, and brings students together.

Project Description: Students from each grade level at the school will participate in a project titled “Voices of Liberty: The Living Declaration,” where they will develop an audio-visual series, a public art showcase, and a living museum to connect their surrounding community with the story and values of the Declaration.

Celia Mawhinney is a seventh and eighth grade social studies teacher at Lewiston Middle School in Lewiston, Maine, the town she was born and raised in. She attended the University of Southern Maine and next year will be her twentieth at Lewiston Middle School. In class, Celia helps students understand history, civics, and the world around them. Outside of school, she enjoys spending time boating on Sebago Lake and traveling whenever possible, always eager to explore new places, cultures, and experiences that enrich both her personal life and teaching.

Project Description: During a field trip to the Maine State Museum, students will engage with the story of the Declaration in Maine by exploring how Mainers past and present have pursued their own, everchanging visions of life, liberty, and the pursuit of happiness.

Melaney Sánchez is the teacher-librarian at Mount Harmony Elementary in Owings, Maryland, where she fosters a love of reading, inquiry, civics, history, STEM, and lifelong learning. With a knack for organizing field trips that inspire and educate, Melaney has earned recognition for her dedication to bringing the world to her students. As a Fulbright Teacher for Global Classrooms, a Fund for Teachers Recipient, and an NEA Global Learning Fellow, she brings a global perspective to literacy, learning, and student engagement. Melaney is a graduate of the University of Michigan, a National Board-Certified Teacher and earned her Ph.D. researching minority achievement at Notre Dame of Maryland University.

Project Description: Students will interact with public servants from each branch of government and visit the memorials of Washington, D.C. ahead of a “Liberty and Legacy Night,” in which students will reflect on their experiences through a combination of research and art.

Will Donovan is a middle and high school U.S. history teacher at Ursuline Academy in Dedham, Massachusetts, where he has taught since 2011. Will has 25 years of teaching experience at the middle school, high school, and college levels. He currently teaches juniors either AP U.S. History or honors-level U.S. history as well as a section of eighth graders. He enjoys participating in professional development opportunities which enhance his content knowledge and enrich students’ learning experiences, like the Jack Miller Center’s American Civic Tradition Fellowship, which heightened his understanding of America’s founding principles. Recently, Will completed the 2025 Swensrud Teacher Fellowship at the Massachusetts Historical Society, during which he curated primary sources about the rise of nativism and the Know Nothing Party in the 1850s for use by educators.

Project Description: Through field trips to the Massachusetts Historical Society and the Adams’ National Historic Park, students will have hands-on interactions with primary sources led by guest speakers, culminating in the production of multiple “breaking news” segments highlighting the relevance of the Declaration during specific points in American history.

Seretta Davis is a fourth grade social studies educator at Carver STEM Academy in Detroit, Michigan, and an ELA Teacher Leader in Detroit Public Schools Community District. She is deeply committed to civic education, literacy development, and amplifying student voice, with a focus on helping students understand their role in democracy and American history. Seretta designs engaging, student-centered learning experiences that connect historical inquiry to real-world relevance. She is currently pursuing a Ph.D. in Educational Leadership and Administration, with research interests centered on school climate, equity, and restorative practices. Through her work, Seretta strives to cultivate informed, empowered, and civically engaged learners.

Project Description: Students will develop a “Freedom Through Art and Story” project to connect the ideals of the Declaration to their own personal identities, cultures, and communities, and will showcase their work in a community-wide art show.

Megan Thompson is a social studies teacher at Osseo Senior High School in Osseo, Minnesota, a minority-majority school in the Twin Cities. She teaches crime and justice, AP Government and Politics, and dual enrollment courses in world history and government. Megan is a James Madison Fellow, a Sphere 100 Fellow, and a member of the National Constitution Center’s Teacher Advisory Board as well as Eastern State Penitentiary’s Collaboratory for Justice Education. She leads professional development on social studies, civil dialogue, and mindfulness in the classroom; she develops and consults on curriculum development regarding America 250, the Constitution, and justice education. Megan holds a B.A. in history with honors in secondary social studies education, an M.S. in curriculum and instruction, a graduate certificate in history, and an M.A. in political science.

Project Description: Through the Jack Miller Center America250 Essay Contest, high school students will submit essays highlighting one ideal from the Declaration, why that ideal was important to the Founders, and how that ideal still holds true in their own lives.

Michelle Rafach is an eleventh grade U.S. history teacher at Hancock High School in Kiln, Mississippi, with fifteen years of experience across diverse educational environments and settings. She is a three-time Teacher of the Year recipient and was honored as the 2023 James Madison Teacher of the Year for the state of Mississippi. In 2024, Michelle was recognized as Mississippi History Teacher of the Year, reflecting her dedication to teaching and student success. Additionally, she earned Grant Writer of the Year honors within her district, demonstrating her commitment to securing resources that enhance learning opportunities. Michelle holds a master’s degree in American history, awarded in 2025, and is a passionate advocate for inquiry-based learning. Her expertise and scholarship have been featured in publications by the Society for Women of the Civil War. Michelle continues to champion students and inspire excellence in education.

Project Description: Through an “American History Festival,” students will create living exhibits spanning seven key eras in U.S. history by acting as or presenting on historically important individuals, documents, and events for a public audience.

Charlie Yeldham is a U.S. and world history teacher at Lindbergh High School in St. Louis, Missouri. A graduate of Washington University in St. Louis, Charlie has a double B.A. in political science and education as well as minor in history. This past February, Charlie was recognized as one of Missouri’s Outstanding Beginning Teachers by the Missouri Association of Colleges for Teacher Education (MACTE). He is committed to fostering student success through meaningful relationships and helping students use the past to inform their understanding of the present. Outside the classroom, Charlie enjoys reading, writing, and exploring St. Louis.

Charlie is joined on this project by fellow Lindbergh High School teacher Justin Villet. Justin has been an educator in the fields of history and gifted education for nearly 15 years. Starting his career as an eighth grade history and English teacher in Massachusetts, he is now a gifted resource teacher at Lindbergh. Justin likes to create lessons and programming that offer project-based and unique real-world experiences that also challenge all groups of students. He holds a Doctorate in Education from Lindenwood University, as well as three master’s degrees.

Project Description: Eleventh grade students will explore a proposed “St. Louis Freedom Trail” with visits to the Washington University of St. Louis Archives, the St. Louis Art Muesuem, and the Missouri History Museum to highlight the history of St. Louis as it relates to the values within the Declaration and the American indentity as a whole.

Taylor Olsen is a history and English educator at Harlowton High School in Harlowton, Montana, where she is passionate about helping students connect the past to their own lives through meaningful, engaging learning experiences. A Montana native, Taylor credits the teachers and coaches who believed in her early on for inspiring her love of education and her commitment to showing up for students with encouragement and high expectations. She is a proud mom of four—Emersyn, Benton, Kaeson, and Payton—who keep her grounded, motivated, and constantly learning alongside them. Last summer, Taylor traveled to the East Coast where she got to explore the history of the American founding and hold original founding documents, which proved to be a life-changing experience that deepened her appreciation for history and civic responsibility. In the classroom, she strives to be positive, hardworking, and approachable, creating an environment where students feel supported, challenged, and excited to learn. Above all, she hopes her students remember her as someone who made learning meaningful and fun.

Project Description: “The Founding Documents: Student Civic Leadership Summit” will bring students from across Montana together to explore the Declaration and discuss how to apply its ideals to the civic responsibilities of today.

Kendra Sullivan is a fifth grade teacher at St. Gerald Catholic School in Ralston, Nebraska, a suburb of Omaha. She has been teaching for over twenty years and has a passion for experiential learning, history, and connecting students to the natural world in their school garden. She credits the Monticello Teacher Institute and their amazing outreach programs for inspiring her dedication to civic education and her desire to unpack the Declaration of Independence with everyone.

Project Description: Students across grades K-8 will participate in an art show (K-3), essay contest (4-6), or community-wide mural project (7-8) centered around the Declaration’s history and ideals, serving as a catalyst to inspire their own parents to participate in other civic activities offered by the school like the Declaration of Independence Book Club and Feast of Reason Dinner Party.

Adam London has dedicated the past ten years to teaching theatre and serving as the Fine Arts Director at American Heritage Academy in Henderson, Nevada, where he has made a lasting impact on students and the fine arts program. His commitment to the school community is also reflected in his family, as all four of his children proudly consider American Heritage Academy their home away from home. He is thrilled to be celebrating the semiquincentennial with the AHA community. Adam holds a degree in theatre arts from the University of Nevada, Las Vegas. In addition to serving as Fine Arts Director, Adam is a professional stand-up comedy magician and performs in his original show, Laughternoon, presented daily at the Ahern Hotel. His excellence in performance has been recognized through his selection as Best Performer in Southern Nevada.

Project Description: Students will design, print, and distribute packs of “Trading History: Founding Fathers Trading Cards” across their school’s student body of 750 students, generating discussion and engagement with America 250 and the key figures who have shaped our nation.

Donna Morin is social studies teacher at Alvirne High School in Hudson, New Hampshire. She has 18 years of teaching experience and currently teaches both AP and CP U.S. Government, AP and CP Psychology, and a course she designed called Law and Order. Donna serves as co-advisor to the National Honor Society and Mock Trial Team. She earned both her B.A. and master’s from University of New Hampshire. She believes that creating meaningful connections and providing students with opportunities to think critically so that they can express their voices with confidence is essential to social studies education. She has been happily married to her first husband for 35 years and they have 3 fabulous children and 2 spoiled dogs.

Project Description: Students will discuss the ideas behind the American Revolution and take a field trip to walk along Boston’s Freedom Trail, culminating in a two-day “Revolutionary Party” for students to openly discuss their experience and interpretation of the Declaration.

Carlos Miranda is the Planetarium Director for the Paterson Public School District in New Jersey and a NASA/JPL Solar System Ambassador. After nearly 20 years as a science classroom teacher, Carlos transitioned into planetarium education, where the immersive environment allowed him to expand beyond traditional science instruction and integrate multiple areas of learning. He now uses visual storytelling under the dome to connect science, humanities, literacy, and technology, engaging learners through shared human curiosity and exploration. His work emphasizes equity, access, and community engagement, reaching more than 27,000 students annually through school programs, public events, and family learning experiences. Carlos regularly presents nationally and internationally on interdisciplinary and immersive education.

Project Description: Following a visit to Philadelphia’s Independence Hall, the Liberty Bell, and other key sites, students will develop a planetarium show highlighting the story of the Declaration through recorded footage taken during the field trip, with the goal of sharing the show not only across their community, but also with other planetariums nationwide.

Raymond Lopez is an eighth grade ELA teacher at Mt. View Middle School in Roswell, New Mexico. Raymond has over 15 years of experience, holding a Ph.D. in educational administration and dual certification as a 6-12 ELA teacher and pre-K-12 administrator in New Mexico. He excels at creating engaging, student-centered classrooms where literacy and critical thinking thrive. His data-informed teaching has consistently boosted student learning. A collaborative leader, Raymond also contributes through curriculum development, teacher mentorship, and volunteering as an ESL tutor. He remains dedicated to fostering inclusive learning environments where every student can succeed.

Project Description: Students will be tasked with writing, illustrating, and publishing a children’s book explaining the ideas of the Declaration, titled “Our Story of Freedom,” with the project culminating in a live reading to the elementary school students in their community.

Lauren Goepfert is an AP U.S. History and U.S. history and government teacher at Longwood High School in Middle Island, New York. She is an experienced history educator with over two decades of teaching experience in New York and Florida. She has served on the National Constitution Center’s Teacher Advisory Board since 2016 and was honored with the Dr. Tom and Betty Lawrence American History Teacher Award in 2017. In 2018, she was selected as a James Madison Fellow. Lauren also serves on the Executive Board for the Long Island Council for Social Studies in which she helps facilitate professional development for social studies educators and collaborates with historians and archaeologists on American Revolution research projects across Long Island.

Project Description: Students will visit Philadelphia’s National Constitution Center, Independence Hall, and Museum of the American Revolution to collect video and audio recordings to use in a Public Service Announcement highlighting the ideals of the Declaration and the American Revolution ahead of the 250th.

Colin Richardson teaches U.S. history, sociology, and Asian American studies at Green Hope High School in Cary, North Carolina. An alumnus of UNC-Chapel Hill and National Board Certified teacher, he is an AP exam reader and serves on the Town of Cary Historic Preservation Commission. Colin has led initiatives including an Asian American oral history project and collaborations through the Smithsonian Democracy in Dialogue program. He was named the 2024 North Carolina History Teacher of the Year and a North Carolina Freedom Fellow. Colin enjoys spending time with his wife and friends, and chasing his young children around the park.

Project Description: Through the “Illuminating Ideals” project, students will conduct oral history interviews, primary source analysis, and field trips to the NC State Archive and NC Museum of Art before creating art projects highlighting the ideals of the Declaration as they relate to the lives of North Carolinians today.

Melissa Uetz is a special education teacher at Explorer Academy in Fargo, North Dakota, who has proudly held what she considers the best job on Earth for 18 years. She believes every child deserves an education tailored to their individual strengths and needs—one that is rigorous, engaging, and truly enjoyable. Melissa holds two master’s degrees and is currently completing her doctoral dissertation. She lives in rural North Dakota with her husband, their two sons, and four cats. Outside of school, she embraces her student- and colleague-bestowed title of “history nerd,” spending her time reading, watching documentaries, and planning travel to historic places.

Project Description: Special education students will explore what it would have been like to live in colonial America in 1776 through reading about and enjoying colonial-era food and crafts during a “Birthday Party for America,” allowing these students to engage with the values, key individuals, and way of American life at the time of independence.

Ashley Fraley is the Director of Bands at Springfield Local Schools in Akron, Ohio, where she leads the 7-12 band program, including concert, marching, jazz, and pep bands. She is a K–12 certified music educator with 19 years of experience in public education, having previously taught in Springfield Local Schools, Akron Public Schools, and Massillon City Schools. Ashley holds a Bachelor of Music in music education from Kent State University and a Master of Science in Education in curriculum and instruction from Capella University. She was named Springfield Local Schools Teacher of the Year in 2025 and is a proud Springfield High School alumna committed to fostering inclusive, high-quality music education.

Project Description: Through a fine arts festival titled “250 Years of US,” students will showcase the American experience through music, poetry, and painting, as well as listen to a keynote speaker with a background in public service.

Tracy Isbill teaches eighth grade American history at Bethel Middle School in Bethel Acres, Oklahoma. She received her teaching certificate in 1997, graduating from Southwestern Oklahoma State College. She has taught many grades, but has most recently taught history because of her passion for the subject. She enjoys igniting that same passion in her students, stating “my goal is for history to come alive for my students, creating a lifelong love of the subject.” Outside of school she enjoys visiting historical sites, reading, and spending time with family.

Project Description: Following research into the Founders and their principles, students will be selected to play American Founding figures in a live theater re-creation of the debates that took place in the Second Continental Congress for a public audience.

Andy Haugen is a social studies teacher and the Social Studies Department Chair at Valley Catholic High School in Beaverton, Oregon, where he has taught since 2015. He teaches a wide range of courses including global studies, sociology, and history of the American West. He has a B.A. in history (2011) and a M.A.T. (2013) from Pacific University in Forest Grove, Oregon, and received his M.A. in history from Arizona State University. Andy is a lifelong Oregonian who particularly enjoys the history of 19th century America with a keen interest in the American Civil War where he has published and presented on several subjects. Andy enjoys being outdoors, spending time with friends and family, going to the beach, and working on his farm in his spare time.

Project Description: Through a semester-long course titled “History of the American West,” eleventh and twelfth grade students will discuss primary sources and go on field trips to sites such as Fort Clatsop and the Columbia Maritime Museum to develop an understanding of how the values found in the Declaration have been interpreted and debated during American expansion westward.

John Corrigan serves as Social Studies Department Chairperson at Roman Catholic High School in Philadelphia, where he has taught for over 30 years. His school has partnered with prestigious local institutions to supplement its curricular programming, such as the American Philosophical Society, Committee of Seventy, Museum of the American Revolution, National Constitution Center, and the National Liberty Museum. The students of Roman Catholic were able to simulate the First Continental Congress inside historic Carpenters Hall last year. This year his students will simulate delegate roles and reenact the debates and documents of the Second Continental Congress including the Declaration, Articles of Confederation, and Treaty of Alliance with France. Upon receiving the award, he stated “I am grateful to the Jack Miller Center for their generous support of our students.”

Project Description: Students will simulate the debates of the Second Continental Congress, acting as delegates from the thirteen colonies, and will gain an understanding of these debates through field trips through Center City Philadelphia, musical displays, and the restoration of the Signers’ Walkway.

Christine Costa is a sixth grade social studies teacher at Tiverton Middle School in Tiverton, Rhode Island, where she has devoted nearly three decades to teaching. As the social studies coordinator, she is a passionate advocate for civics education, creating engaging learning experiences for students through mock elections, local voter turnout campaigns, National History Day, Civic Learning Week, Law Day, and the National Civics Bee. Her commitment to fostering civic understanding also extends beyond the classroom; Christine served as a community partner for the inaugural Rhode Island Civic Health Index and is the Tiverton Mock Trial Advisor for both the middle and high school teams. Additionally, Christine is a member of the iCivics Educator Network, serves on the Tiverton Semi-quincentennial Commission, and was named the Gilder Lehrman Institute of American History’s 2023 Rhode Island History Teacher of the Year. She resides in Tiverton with her husband, Robert, and their three adult sons, and is currently pursuing a second master’s degree in American history from Gettysburg College.

Project Description: Students will participate in a number of events linking themselves to the actions of colonists 250 years ago, including a reading of the Declaration outside Newport’s Colony House, a planting of a Liberty Tree, and a trip to the Rhode Island Supreme Court and State Archives.

Tonya McCullough is a fourth grade teacher at Cannons Elementary in Spartanburg, South Carolina. This is her twelfth year teaching and sixth year at Cannons Elementary.  She has a B.A. in theater and communications from USC Upstate and a M.A.T. plus 30 in elementary education from Converse College. Tonya enjoys teaching all things science and looks forward to each day with her students! She has four children of her own and outside of school she enjoys going to marching band competitions with her children, reading, and painting. Tonya’s favorite thing to do is travel with her family.

Project Description: By visiting four key sites that highlight South Carolina’s role in the American Revolution, such as the Cowpens National Battlefield and the Old Exchange and Provost Dungeon, students will get firsthand experience and learn about the defense of the Declaration’s values.

Amber Stout is a third grade teacher at Jefferson Elementary School in Pierre, South Dakota, with a strong passion for making science and history come alive for elementary students. She believes the best learning happens when students are actively engaged, curious, and excited to explore the world around them. Amber enjoys designing hands-on, interactive lessons that encourage students to ask questions, think critically, and learn by doing. Whether conducting simple science experiments, exploring historical events through projects and reenactments, or integrating real-world connections into daily instruction, she strives to create meaningful learning experiences for every child. Mrs. Stout is committed to fostering a classroom environment where students feel supported, challenged, and inspired to develop a life-long love of learning.

Project Description: In a project titled “Living History – The Declaration of Independence Experience,” third grade students will research historical figures of the Revolutionary Era before reenacting these individuals in a “living wax museum” open to the public.

Scott Johnson teaches AP World History Modern, AP Human Geography, and world history and geography at Battle Creek High School in Spring Hill, Tennessee, where he also serves as the Head Wrestling Coach. He is in his 27th year of teaching and coaching and has been a National Board Certified Teacher since 2004. Scott was named the High School History Teacher of the Year for the State of Tennessee in 2025, 2018, and 2014 by the Tennessee State Historical Society and Tennessee National History Day. He was also named the High School History Teacher of the Year for the State of Iowa in 2004. In the past, Scott has taught all the AP history and government subjects and has coached football and basketball as well. He and his wife have one son who is currently a junior in college.

Project Description: Through a field trip to the Tennessee Supreme Court Building and the Hermitage, students will explore how civil rights and the values of the Declaration have been fought for and defended within Tennessee and by Tennesseans.

Ashlee Happy is an eighth grade U.S. history teacher at Haggard Middle School in Plano, Texas. She has eleven years of experience teaching in Abilene and Plano. She is a U.S. Air Force veteran, a National Board Certification candidate, and a member of the Teacher Advisory Council for the National Constitution Center. Ashlee is also a proud mom to her 17-year-old son, Mason, and a very sweet dog named Baxter. Outside of school, she enjoys camping, reading, and spending time outdoors. In the classroom, she enjoys dressing up, using storytelling, and creating engaging experiences that help bring history to life and encourage students to connect with the past in meaningful ways.

Project Description: “Voices of 1776: A Night at the Revolution Museum” will serve as a community display of revolutionary-era society, with students creating “talking portraits” consisting of a pre-recorded video message where students act as and share the stories of individuals who lived during the American Revolution

Payton Ashby is a District Social Studies Curriculum Specialist and eighth grade U.S. history teacher at South Sevier Middle School in Monroe, Utah with ten years of experience teaching students in grades six through nine across all social studies disciplines. Her passion for U.S. history, particularly the Revolutionary War, and American government drives her commitment to helping students become informed, engaged, and productive members of society who actively participate in civic life and work to create the change they wish to see in the world. She has been married to her husband for ten years and is the proud parent of two children and three German Shepherds.

Project Description: Students will participate in the designing and painting of a community mural portraying how the Declaration’s story and values continue through lived experience and community engagment, ahead of a community-wide unveiling in May.

Scott Davenport is a social studies teacher at Brattleboro Area Middle School in Brattleboro, Vermont, where he is in his eighth year of teaching. He previously taught in North Carolina and a Yu’pik village in Alaska. Scott loves seeing history come alive for students and leave them empowered knowing they can make a difference in the world. He is a husband and father of three and has recently started using a cargo e-bike as his main mode of transportation, with one of his great joys being dropping his kids off and picking them up on the bicycle.

Project Description: Students will create a “Living Freedom Trail” for the community of Brattleboro by using photos from a field trip to Boston’s Freedom Trail to construct a diorama highlighting the history and importance of historical sites along the route in Boston.

Essie Jones is a math teacher at the STEM Academy at Alexandria City High School in Alexandria, Virginia. A veteran educator of 33 years, she holds a Master of Education in mathematics from Wesleyan College, a B.S. in mathematics from Chicago State University, and endorsements in gifted education and English language learners. Specializing in project-based learning, Essie integrates mathematics with science, technology, English, CTAE, and the arts. A DonorsChoose and Amazon Future Engineer Ambassador, she is dedicated to creating opportunities and elevating voices for students through mentorship in college admissions and scholarships. A community advocate, she volunteers with the Fight Like Deuce Foundation, Project Impact 180, and Move2Learn. Her current project, “The 250 Years of Principles,” impacts 5,000 students through interdisciplinary study.

Project Description: Students will develop an understanding of the history, rhetoric, visual culture, and modern preservation attempts of the Declaration through in-class discussion and field trips to the National Archives and the Smithsonian National Museum of American History, in preparation for a public assembly titled “Echoes of Independence,” highlighting student research and art.

Lucas Claussen is a social studies educator at Reeves Middle School in Olympia, Washington, and a historian and public history practitioner. He designs place-based, interdisciplinary learning experiences that center Indigenous histories, local communities, and historical thinking skills. He is an alum of the Evergreen State College and attended Seattle Pacific University. He holds an M.A. in history from Eastern Washington University, where his research focused on silenced histories, resistance, and everyday lives in the early United States. Lucas, with over a decade of experience in education, is committed to making history accessible, inclusive, and relevant through community partnerships, oral history, and public-facing projects that connect the past to present-day social justice work.

Project Description: Students will explore Olympia’s local historical sites and centers of local government while connecting them to primary sources, like the Declaration and Treaty of Medicine Creek, showcasing the prevalence of the Declaration’s core principles and values in the story of Washington’s statehood.

Adena Barnette-Miller is a social studies teacher at Ripley High School in Ripley, West Virginia where she teaches American history, college-level West Virginia history, and college-level state and local government. With 23 years of teaching experience, Adena was recently selected as the 2026 WV Daughters of the American Revolution Outstanding Teacher of American History. She is a National Board Certified Teacher (NBCT) who mentors teacher candidates pursuing their national certifications. Barnette-Miller serves as the Social Studies Fair Coordinator for her school and the Jackson County School District. Previously, she was awarded the 2021 Gilder-Lehrman WV History Teacher of the Year and the 2011 James Madison Memorial Foundation Fellowship. Barnette-Miller served as President of the WV Council of the Social Studies from 2023 to 2025, and has served on the WVCSS Executive Board since 2017. She and her husband share their love for West Virginia’s history through their YouTube channel entitled, “WV History with Mrs. B.”

Project Description: Students will travel to West Virginia Independence Hall to compare the Declaration of Independence to the Declaration of Rights of the People of Virginia, and how the formation of the United States in 1776 compares to the creation of West Virginia in 1861 during the dawn of the Civil War.

Michael Kwas is the Dean of Academic Success and History Chair at St. Ambrose Academy in Madison, Wisconsin. He teaches high school courses in civic dialogue and the history of early and late modernity, and he coaches debate, with a focus on helping students develop intellectual seriousness, moral clarity, and the habits of civil disagreement. His upper-level U.S. history courses emphasize the American founding, reform movements, and the relationship between ideas, institutions, and public life. A lifelong Wisconsin resident, Michael is currently writing a book on corruption and conspiracy in Wisconsin during the 1850s.

Project Description: Middle and high school students will compete in a “Declaration Decathlon,” a series of 10 activities centered around close reading and interpretation of the Declaration, participation in lectures and roundtable discussions, and engagement in a summer reading program about the Declaration.

Bryce Mittelstadt is a social studies educator at Kelly Walsh High School in Casper, Wyoming, where he currently teaches U.S. history and AP Government. With ten years of experience in both middle and high school classrooms, he emphasizes civic engagement, historical thinking, and analytical skills through his teaching. Bryce believes students learn best when they are inspired to ask big questions, explore meaningful topics, and bring their ideas to life through creative, student-driven projects. Beyond the classroom, he serves as the Wyoming History Day Coordinator at the American Heritage Center at the University of Wyoming, leading the statewide History Day program and supporting students and educators through research-based learning and annual academic competitions.

Project Description: Students will research how the ideals of the Declaration have held a continuing impact and legacy through an analysis of key historical events both in Wyoming and in the U.S. as a whole, culminating in a presentation at the state capitol to share their findings and recommendations for how to continue the Declaration’s legacy with state leaders.