Social Studies

  • EUP Regional Virtual History Day Winners - 2021

    History Day Theme for 2021 is Communication in History:  The Key to Understanding


    The Eastern Upper Peninsula’s Regional History Day competition was held virtually the week of March 8th.    The regional event adhered to the standards outlined in the National History Day program, and winners will have the opportunity to compete at the state-level competition which will also be held virtually.  The results of that contest will be shared on Saturday, April 24th.  The event will be recorded and posted on the Michigan History Day website. 


     In our region, students in grades 3-12 participated.  We had a total of 13 entries presented by 23 students. Participants conducted research related to an annual theme and presented their findings in one of five categories: exhibits, documentaries, performances, papers, and websites.  It is our hope that the students enhanced their historical inquiry, critical thinking, and problem-solving skills through participation in this event.


    Results are as follows:

    Exhibit Category

    Pre-Youth Division (3rd Grade)

    1st place (Individual) – Sophia Emerson – Sault Area Public Schools

    This division does not advance to state competition.


    Youth Division (4th & 5th Grade)

    1st place (Individual) – Evelyn Whitworth – Sault Area Public Schools

    2nd place (Individual) – Avery Schmidt – Sault Area Public Schools

    3rd place (Individual) – Macee Darling – Sault Area Public Schools


    Junior Division (6th-8th Grade)

    1st place (Individual) – Dakota Tischer – DeTour Area Schools

    2nd place (Individual) – Cole Kieczenski – DeTour Area Schools


    Senior Division (9th-12th)

    1st place (Group) – Abigail Newell, Jon Tischer, Austin Ellis, Aidan Ondrus, and Scott Rairigh – DeTour Area Schools

    2nd place (Group) – Isabell DePaul, Garrett Newell, and Claire Kuusinen – Detour Area Schools

    3rd place (Group) – Ty Norris, Tucker Baareman, Madelyn Bampton, and Calvin McCloskey– Detour Area Schools


    Documentary Category

    Pre-Youth Division (3rd Grade)

    1st place (Group) – Sienna and Teri Mayer  - Sault Area Public Schools

    This division does not advance to state competition.


    All winners were awarded a certificate and a ribbon.


    Thank you:

    The Eastern Upper Peninsula Intermediate School District would like to thank the following businesses/organizations/individuals for their support of the recent EUP Regional Michigan History Day:


    Mackinac State Historic Parks

    Guido’s Premium Pizza

    The Palace Restaurant & Saloon

    Sugar Daddy Bakery

    Jack’s Grub and Pub

    Museum Ship Valley Camp

    Soo Historical Society

    River of History Museum

    Tower of History

    Lockside Mini-Golf

    Judges (volunteer professionals from across the community and state)


    We’d also like to extend a special thank you to all the teachers, parents, and relatives who supported the students who participated.  Without your help, this event would not have been possible. 

Students reading

Making Connections

  • Multi-Tiered System of Supports

    Through the lens of systems-work, the EUPISD promotes the installation and implementation of multi-tiered system of supports (MTSS) as defined by the MTSS Practice Profile. Through MTSS implementation, we work to meet all of our students’ academic and non-academic needs.

    MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the needs of the whole child. Developed in Michigan by a collaborative stakeholder group, the MTSS Practice Profile includes the following Essential Components:

    • Team-Based Leadership
    • Tiered Delivery System
    • Selection and Implementation of Instruction, Interventions and Supports
    • Comprehensive Screening & Assessment System
    • Continuous Data-Based Decision Making.

    Whole School, Whole Community, Whole Child

    The EUPISD recognizes that for many years, districts and schools have focused on the academic needs of students; being educational institutions, that is entirely understandable. Recently, it has become increasingly clear that academic success is influenced by many other factors which can significantly impact achievement and teaching practices. In other words, we must address and provide supports for social-emotional, physical and mental well-being of students by design, or we will have to deal with them by default.

    The Whole School, Whole Community, Whole Child (WSCC) model outlines a collaborative approach to meeting the whole child's needs. It recognizes five core tenets, the ten components of Coordinated School Health, and the need for policies, practices and processes aligned to the model. Developed through a partnership between the ASCD (the Association for Supervision and Curriculum Development) and the CDC (the Centers for Disease Control and Prevention) and adopted by the Michigan Department of Education, the WSCC model recognizes essential community partnerships and requires schools to look outside of their bricks and mortar to truly meet student needs. Most importantly, the WSCC model encourages a systems approach and can be used to drive a tiered delivery system as part of a school's integrated continuous improvement.

    Continuous Improvement Process

    The EUPISD supports an effective continuous improvement pathway for all disricts, focused on meeting as many needs as possible with data, funding, tools, and differentiated supports to improve whole child outcomes. A high-functioning continuous improvement process should be comprised of the following:

    • Equitable opportunities, environments, and supports resulting in students that are healthy, safe, engaged, challenged, and supported,
    • A continuous cycle of improvement that informs the way we work on a daily basis (rather than being an annual event designed to meet compliance requirements),
    • Improvement processes that are integrated rather than isolated,
    • Continuous improvement targets that reflect non-academic areas that influence academic achievement (rather than just academics by themselves),
    • Improvement plans that consider systems necessary to support high-quality implementation of actions and high levels of student outcomes.
    • A committment to understanding students through lenses that consider not only needs, but also assets.

Phone: 906-632-3373, ext. 5114


Degrees and Certifications:

Bachelor of Arts in Secondary Education Major: Language Arts Minor: Biology Master of Arts in Curriculum Development and Instruction

Ms. Lindsay Brindley

School Improvement Facilitator, Language Arts/Social Studies Curriculum Consultant

As a school improvement facilitator locally and at the state level, Lindsay supports districts as they establish practical systems for continuous improvement; this commitment closely relates to her instructional consulting position in both language arts and social studies, through which she works to increase viable curriculum, high-quality instruction, and robust assessment practices throughout the region.

Lindsay has taught locally at both the elementary and secondary levels, and has coordinated professional learning for local districts, multiple regions, and at the state level for over fifteen years.  She continues to enhance her learning with certifications in Blueprint Facilitation, Adaptive Schools, Cognitive Coaching, and Reading Apprenticeship, as well as membership in a variety of professional organizations, including as a past board member of both the Michigan Council for Teachers of English and the Michigan Council for History Education.  She is also a coordinating member of Michigan School Improvement Facilitators’ Network and the Michigan Continuous School Improvement workgroup, contributing to MDE’s recent redesign of the statewide Integrated Continuous Improvement Process.

Contact for:
K-12 Social Studies Instruction and Teacher Leader Corps
History Day
Constitution Day
6-12 Literacy Instruction
MTSS Literacy, MTSS Strengthening Systems
Continuous School Improvement
Collaborative Learning Cycle
Blueprint for Systemic Reconfiguration
Reading/Writing Workshop, Reading Apprenticeship

Last Modified on April 23, 2021