a Teaching American History project

Read the recent posts for pedagogical  insights and best teaching practices for the recently revised History Exhibits and History Posters for CCC America. The Exhibits and Posters, available at the Teaching & Learning Cleveland website, focus on local history in the Northeast Ohio area.

In the posts, teachers speculate about how they will use their web-based curricular materials with students during Year Three of CCC America.  Seeing history within the context of their local communities–from then to now–brings history alive for students.

Since I began constructing the Mentor exhibit I have learned many interesting facts about this community. At times I don’t know, what materials to include because there is such an abundance. Some items I question whether fact or fiction. As I continue to develop and add to this exhibit any suggestions from colleagues are greatly appreciated. In the next year I am going to open door for students to have the opportunity to submit materials such as photos, historic buildings, landmarks, and relevant history to add the Mentor exhibit. The questions come into play, how do I evaluate their contribution, is it optional, or something all students or for just high level students. I want to engage all students and spark interest in their local history.

When I look at evaluation of submission. I look at five main areas. First is the image, audio, or photograph does it relate to Mentor and can I include in a category that is made or do I have enough material to create another category. The second area of evaluation is their source can they identify where they got their information for submission. The third area is their description, can they describe the item in minimum of 3-5  sentences. Fourth would be the completion of blank submission form with all they areas completed. Fifth would be visual confirmation of the actual posting of the item. Any ideas?

The use of Google maps is clear cut tool I will definitely use in the classroom. I will have students create Bio-sketches and Geo-sketches of people and places in both American and World History. I will have students choose from a list of names of key people or places in history. Each topic I am looking to create a list. For example  Native Americans, American Revolution Events, American Patriots, Civil War Battles, or Inventors. For world history the Roman Empire, Ancient Greeks, or Medieval Europe. Each individual student will choose a different individual or place. They will then write a brief synopsis of that individual or place. They will link an image of that person or place. Then using Google maps place it on a map that is shared by that class.

Our topic is historic consumerism in Olmsted Falls.  We have geared our presentation for a 3^rd grade Social Studies class.  We envision the third grade teachers in our district using this presentation as an introduction to their yearly historic walking tour of Olmsted Falls.  We expect the students to get acquainted with the rich local history of their community and get a glimpse of what historic Olmsted Falls once looked like.

As I work through the finishing touches for the exhibit to presnet tomorrow, please allow me to provide some basic information on my work and the intent of my work. I will use this exhibit to trace the development of North Royalton into a truly suburban community over the last 125 years or so. I will use this exhibit in an AP U.S. History class in lieu of a lecture on surburbanization. Students will identify the themes in suburban development that they have read about that are present in North Royalton. I would expect the students to navigate this exhibit on their own, but be ready to discuss together in class. I would expect that this will help them pull together such suburban characteristics as the shopping center, the housing development, sprawl, and automobility, thus deepening understanding of how the suburbs have altered the American experience over the last 65 years.

To investigate my local community and uncover the early stages of its growth was exciting and thrilling.  I found myself piecing a puzzle together and discovering new elements after each new research I read or viewed.  Every community has its own unique history but to immerse myself in the community I work in and live in is truly rewarding.  My plan is to take this exhibit to my classroom and share the passion of the Medina Square and its rich history with my students that walk, ride, and hang out on the very Historical Square that we have inherited from our elder community members.