{"title":"National History Day Works","authors":"C. Gorn","doi":"10.1093/OAHMAG/OAS019","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS019","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128982274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stevan Kalmon, Peggy O'Neill-Jones, C. Stout, Linda Sargent Wood
What can corn chips teach us about history? Quite a bit, as participants learned at a History Education Clearinghouse workshop at the 2011 American Historical Association annual meeting. Upon arriving for the workshop, we found sandwich baggies filled with golden-brown chips on every seat. Historian Laurel Thatcher Ulrich and Harvard Project Zero director Shari Tishman used the chips as artifacts to lead the participants through a See/Think/Wonder exercise. They provided a thinking routine that provokes inquiry about artifacts—even the mundane corn chip—that is useful for learners of all ages (Figure 1). By encouraging detailed observation and turning the ordinary into a voyage of exploration, See/Think/ Wonder teases out many historical questions and connections: from corn planters and pickers to ethnobotany and the history of cooking, from African American work songs to Native American creation stories, from agribusiness to manufacturing to ethanol (1). A month later, one of the authors of this article repeated the same exercise with a cohort of K–12 teachers. They noted how corn chips and the step-by-step thinking process provide a flexible vehicle for moving from personal connections through intriguing questions to investigation. After that workshop, one of the teachers decided to test the exercise with her fourth graders, giving them magnifying glasses to help them inspect the chips in greater detail. “Students came up with the same questions that our cohort came up with back in February,” Teresa Robbins reported. “I was so surprised and proud that they used higher order thinking skills to formulate these questions. They asked about the families that were involved in growing the corn, the brand and its historical significance, the factory that it was produced at, the packaging that was used, and many other questions” (2). As the corn chip story illustrates, a growing number of teachers are finding ways to cultivate these higher order skills and habits by engaging their students in a systematic process of historical inquiry (3). To help teachers think more deeply about the dynamics of inquiry and to foster it in their classrooms, this article presents a theoretical inquiry framework that provides context, purpose, and shape to historical thinking. We construct this framework by combining Barbara Stripling’s existing model of inquiry with our own Dual Inquiry (DI) model. Whereas Stripling’s model focuses on the learner’s inquiry process, the DI model captures inquiry from the teacher’s perspective, describing the dual roles of teacher-as-learner and teacher-as-teacher. With the aim of enabling teachers to draw practical inspiration from our model, we have provided a number of concrete illustrations, including applications to the upcoming year’s theme for National History Day.
{"title":"From Corn Chips to Garbology: The Dynamics of Historical Inquiry","authors":"Stevan Kalmon, Peggy O'Neill-Jones, C. Stout, Linda Sargent Wood","doi":"10.1093/OAHMAG/OAS024","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS024","url":null,"abstract":"What can corn chips teach us about history? Quite a bit, as participants learned at a History Education Clearinghouse workshop at the 2011 American Historical Association annual meeting. Upon arriving for the workshop, we found sandwich baggies filled with golden-brown chips on every seat. Historian Laurel Thatcher Ulrich and Harvard Project Zero director Shari Tishman used the chips as artifacts to lead the participants through a See/Think/Wonder exercise. They provided a thinking routine that provokes inquiry about artifacts—even the mundane corn chip—that is useful for learners of all ages (Figure 1). By encouraging detailed observation and turning the ordinary into a voyage of exploration, See/Think/ Wonder teases out many historical questions and connections: from corn planters and pickers to ethnobotany and the history of cooking, from African American work songs to Native American creation stories, from agribusiness to manufacturing to ethanol (1). A month later, one of the authors of this article repeated the same exercise with a cohort of K–12 teachers. They noted how corn chips and the step-by-step thinking process provide a flexible vehicle for moving from personal connections through intriguing questions to investigation. After that workshop, one of the teachers decided to test the exercise with her fourth graders, giving them magnifying glasses to help them inspect the chips in greater detail. “Students came up with the same questions that our cohort came up with back in February,” Teresa Robbins reported. “I was so surprised and proud that they used higher order thinking skills to formulate these questions. They asked about the families that were involved in growing the corn, the brand and its historical significance, the factory that it was produced at, the packaging that was used, and many other questions” (2). As the corn chip story illustrates, a growing number of teachers are finding ways to cultivate these higher order skills and habits by engaging their students in a systematic process of historical inquiry (3). To help teachers think more deeply about the dynamics of inquiry and to foster it in their classrooms, this article presents a theoretical inquiry framework that provides context, purpose, and shape to historical thinking. We construct this framework by combining Barbara Stripling’s existing model of inquiry with our own Dual Inquiry (DI) model. Whereas Stripling’s model focuses on the learner’s inquiry process, the DI model captures inquiry from the teacher’s perspective, describing the dual roles of teacher-as-learner and teacher-as-teacher. With the aim of enabling teachers to draw practical inspiration from our model, we have provided a number of concrete illustrations, including applications to the upcoming year’s theme for National History Day.","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130446892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“His Death Avenged!”: Empowering Students as Historians on a Global Scale","authors":"M. Johnson","doi":"10.1093/OAHMAG/OAS021","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS021","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126382845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While serving as a judge at the 2011 Maryland History Day competition in the junior individual exhibits category, I encountered a strangely familiar but unconventionally shaped exhibit. As I approached the table on which the project sat, I quickly recognized that the exhibit was in the form of an obelisk mile marker from the National Road, the first major highway in the United States. Unlike the stationary tri-fold exhibit boards, the obelisk rotated in a full circle, with each of its four sides revealing an element of the exhibit and advancing part of the student’s thesis. During the judges’ interview, I learned that Isabella Pannone, the Washington Middle School eighth-grader who developed the project—“The Debate over the National Road: The First Road that America Built and the Road that Built America”—chose this topic because she lived along the National Road in Allegany County in western Maryland and was curious about the road’s origins. Isabella explained that the markers that her exhibit modeled dotted the landscape in one-mile intervals along the road that she traveled daily, yet most people in her town gave little thought to the road’s historical significance (Figure 1). Her curiosity led her to research the origins of the National Road and its impact on the politics and economy of the young American republic. She visited multiple historic sites and museums to access relevant sources, and she photographed the physical remnants of the road’s early history in Allegany County. This student’s efforts in diligently researching an institution critical to the economic development of her community and her state earned a special prize for a project on Maryland history at the state competition. Upon returning to Allegany County with prize in hand, she received an additional honor from the staff at the Queen City Transportation Museum, who asked to exhibit her project in the museum’s gallery (1). Each year, hundreds of thousands of secondary students (grades six through twelve) from across the United States participate in National History Day (NHD), a competition in which students, working individually or in small groups develop a research project on a topic of their choice that relates to a designated overarching theme. Students can choose from several interpretive media to present their research and thesis statements: papers, exhibits, documentaries, websites, and living history performances. Any topic from the dawn of human history to the twenty-first century is fair game, assuming the participant can frame it within the annual theme. When choosing a research topic, some participants, like the Allegany middle schooler I encountered at Maryland History Day, look to familiar landscapes, historic sites, and cultural institutions for inspiration, and explore the history of their state or community. As an educator and archivist at the Maryland Historical Society (MdHS), I interpret Maryland’s rich history and work to connect the public to the objects,
在2011年马里兰历史日(Maryland History Day)青少年个人展竞赛中担任评委时，我遇到了一个奇怪的熟悉但形状不同寻常的展品。当我走近这个项目所在的桌子时，我很快意识到这个展览是一个方尖碑，距离美国第一条主要高速公路国道(National Road)。与固定的三面展板不同，方尖碑以一个完整的圆圈旋转，它的四个边都展示了展品的一个元素，并推进了学生论文的一部分。在评委的面试中，我了解到伊莎贝拉·潘诺，华盛顿中学八年级的学生，她开发了这个项目——“关于国道的争论:美国建造的第一条公路和建造美国的道路”——选择这个话题是因为她住在马里兰州西部阿勒格尼县的国道沿线，对这条路的起源很好奇。伊莎贝拉解释说，她的展览以一英里的间隔点缀在她每天走过的道路上，然而镇上的大多数人很少想到这条路的历史意义(图1)。她的好奇心促使她研究国道的起源及其对年轻的美国共和国政治和经济的影响。她参观了多个历史遗址和博物馆，以获取相关资料，并在阿勒格尼县拍摄了这条道路早期历史的实物遗迹。这个学生勤奋地研究一个对她所在社区和她所在州的经济发展至关重要的机构，在州竞赛中获得了马里兰州历史项目的特别奖。在拿着奖品回到阿勒格尼县后，她从皇后城市交通博物馆的工作人员那里获得了额外的荣誉，他们要求在博物馆的画廊展出她的项目(1)。每年，来自美国各地的数十万中学生(六年级到十二年级)参加国家历史日(NHD)，在这个比赛中，学生，个人或小组合作开发一个研究项目的主题，他们的选择涉及到一个指定的总体主题。学生可以选择几种解释性媒体来展示他们的研究和论文陈述:论文、展览、纪录片、网站和现场历史表演。从人类历史的开端到21世纪的任何话题都是公平的游戏，前提是参与者可以将其框定在年度主题内。在选择研究主题时，一些参与者，比如我在马里兰州历史日遇到的阿勒格尼中学生，会从熟悉的风景、历史遗迹和文化机构中寻找灵感，并探索他们所在州或社区的历史。作为马里兰州历史学会(MdHS)的一名教育工作者和档案保管员，我解释了马里兰州丰富的历史，并致力于将公众与代表该州过去的物品、文件和历史遗址联系起来。我的主要支持者之一是中学生和社会研究教师。我特别喜欢支持国家历史日，并与选择利用MdHS资源探索州和地方历史主题的教师和学生一起工作。在这篇文章中，通过分享我的经验
{"title":"National History Day and the Power of Place: Researching the History of Your State or Community","authors":"D. Meeker","doi":"10.1093/OAHMAG/OAS022","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS022","url":null,"abstract":"While serving as a judge at the 2011 Maryland History Day competition in the junior individual exhibits category, I encountered a strangely familiar but unconventionally shaped exhibit. As I approached the table on which the project sat, I quickly recognized that the exhibit was in the form of an obelisk mile marker from the National Road, the first major highway in the United States. Unlike the stationary tri-fold exhibit boards, the obelisk rotated in a full circle, with each of its four sides revealing an element of the exhibit and advancing part of the student’s thesis. During the judges’ interview, I learned that Isabella Pannone, the Washington Middle School eighth-grader who developed the project—“The Debate over the National Road: The First Road that America Built and the Road that Built America”—chose this topic because she lived along the National Road in Allegany County in western Maryland and was curious about the road’s origins. Isabella explained that the markers that her exhibit modeled dotted the landscape in one-mile intervals along the road that she traveled daily, yet most people in her town gave little thought to the road’s historical significance (Figure 1). Her curiosity led her to research the origins of the National Road and its impact on the politics and economy of the young American republic. She visited multiple historic sites and museums to access relevant sources, and she photographed the physical remnants of the road’s early history in Allegany County. This student’s efforts in diligently researching an institution critical to the economic development of her community and her state earned a special prize for a project on Maryland history at the state competition. Upon returning to Allegany County with prize in hand, she received an additional honor from the staff at the Queen City Transportation Museum, who asked to exhibit her project in the museum’s gallery (1). Each year, hundreds of thousands of secondary students (grades six through twelve) from across the United States participate in National History Day (NHD), a competition in which students, working individually or in small groups develop a research project on a topic of their choice that relates to a designated overarching theme. Students can choose from several interpretive media to present their research and thesis statements: papers, exhibits, documentaries, websites, and living history performances. Any topic from the dawn of human history to the twenty-first century is fair game, assuming the participant can frame it within the annual theme. When choosing a research topic, some participants, like the Allegany middle schooler I encountered at Maryland History Day, look to familiar landscapes, historic sites, and cultural institutions for inspiration, and explore the history of their state or community. As an educator and archivist at the Maryland Historical Society (MdHS), I interpret Maryland’s rich history and work to connect the public to the objects,","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"38 8 Pt 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125738501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Civil War Mobilization with Online Primary Sources","authors":"A. Ward","doi":"10.1093/OAHMAG/OAS010","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS010","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126156348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Judith Carter Henry at the Crossroads","authors":"C. Weinberg","doi":"10.1093/OAHMAG/OAS011","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS011","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115798443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching and Un-Teaching Civil War Mobilization","authors":"Carol Sheriff","doi":"10.1093/OAHMAG/OAS009","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS009","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114074161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Civil War Mobilization with Film","authors":"Kevin M. M. Levin","doi":"10.1093/OAHMAG/OAS013","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS013","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116446983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Noncombatant Military Laborers in the Civil War","authors":"T. Glymph","doi":"10.1093/OAHMAG/OAS007","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS007","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132821133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Touched with Fire”: Uncommon Soldiers of the Civil War","authors":"Joseph T. Glatthaar","doi":"10.1093/OAHMAG/OAS006","DOIUrl":"https://doi.org/10.1093/OAHMAG/OAS006","url":null,"abstract":"","PeriodicalId":346852,"journal":{"name":"OAH Magazine of History","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127757761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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