Archive for the ‘Spotlight’ Category

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KY wins at National History Day

In Spotlight on June 30, 2015 by Randolph Hollingsworth Tagged: ,

NHD - National History DayThe Kentucky History Society organized the National History Day (NHD)competitions again this year, and approximately 3,000 students advanced to the state competition held at the University of Kentucky on Saturday April 25th. Fifty-seven  Kentucky students advanced in Kentucky to qualify for the national contest. Of those, five Kentucky students advanced to the final round of competition and placed among the top 15 places in their respective divisions at the NHD contest in College Park, Maryland, June 14-18th.

  • Amir Abou-Jaoude, Henry Clay High School (Lexington) with his Senior Essay, “Richard Wagner and the Legacy of the Leitmotif.” Abou-Jaoude won the “Salute to Courage” award for Kentucky from The National World War II Museum in New Orleans. Jonathan McClintock was his teacher. The prize carries a paid trip to the museum to coincide with the opening of a new exhibit. (See the KHS Twitter picture of Amir learning of his award – Amir is in the front row, middle, in a light blue shirt.)
  • Catherine Bache, Kentucky Country Day School (Louisville) with her Senior Individual Performance, “One Hundred Years and Counting: The Vision of Juliette Gordon Low.” Lisa Bache was her teacher.
  • Nicholas Imam, Winburn Middle School (Lexington) with his Junior Individual Documentary, “Dr. Michael DeBakey: Pumping Innovation for the Future.” Theresa Buczek was his teacher.
  • Kevin Jing and Rehan Ghanta, Winburn Middle School (Lexington) with their Junior Group Website, “Franklin Delano Roosevelt: Ideas that Shaped America.” Michelle Cason and Theresa Buczek were their teachers. (See their website here.) Jing and Ghanta were named best in state among junior division entries.
  • Joanna Slusarewicz, Paul Laurence Dunbar High School (Lexington) with her Senior Individual Documentary, “Pulling the Teeth: How a Collision between Leaders Left a Lasting Legacy on the Federal Banking System.” Allison Roberts was her teacher. Slusarewicz was named best in state for senior division entries and received a full scholarship to Case Western Reserve University in Cleveland.

Congratulations to these students, their families and especially to their history teachers throughout their academic careers!

*** see also ***

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Social Studies Standards for KY High Schools

In Spotlight on May 22, 2015 by Randolph Hollingsworth Tagged:

The Kentucky Department of Education (KDE) recently posted the Social Studies Standards for Kentucky high schools for us to read and review:

http://education.ky.gov/curriculum/conpro/socstud

KDE will be releasing the link to a feedback instrument on June 1st. The Kentucky Council on Postsecondary Education (CPE) has a social studies workgroup that includes several KATH members: Alana Cain Scott (Morehead State), Randolph Hollingsworth (UK), Duane Bolin (Murray) and Linda Levstik (UK). Other college/university members of the CPE workgroup are Andrew McMichael (WKU), Byron Tharpe (Jefferson CTC-SW), Caroline Sheffield (UofL), Chris Beckham (Morehead State), Cynthia Resor (EKU), Dale Billingsley (UofL), Debra Erikson (Murray), Denise Dellmer (NKU), Eve Proffitt (UK), Jackie Jay (EKU), Jana Kirchner (WKU), Joe Gershtenson (EKU), Kevin Jones (KSU), Kimberlee Sharp (Morehead State), Lynn Crabtree (Somerset Community College), Pat Lefler (Bluegrass CTC), Patricia Pearson (KSU), Stan Brunn (UK), and Tracy K’Meyer (UofL).

The CPE workgroup has been encouraged to review it, and the CPE staff might invite the workgroup together sometime in the fall to discuss it more,

Interestingly, in a related coincidence, the American Historical Association’s Member Forum is in the midst of a strong discussion about whether or not college-level history survey courses should have prerequisites — and what they would be if there were any.

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A Celebration of Lance Banning

In Alerts,Spotlight on May 6, 2015 by Randolph Hollingsworth Tagged: , ,

Lance Banning

Lance Banning (circa 2001)

Come to the Boone Center at the University of Kentucky on May 15th at 5 pm to join in “A Celebration of the Life and Career of Historian Lance Banning” (see more at UKNow).

snippet from press release from the University Press of Kentucky

Banning was one of the most distinguished historians of his generation. His first book, The Jeffersonian Persuasion: Evolution of a Party Ideology, was a groundbreaking study of the ideas and principles that influenced political conflicts in the early American Republic. His revisionist masterpiece, The Sacred Fire of Liberty: James Madison and the Founding of the Federal Republic, received the Merle Curti Award in Intellectual History from the Organization of American Historians and was a finalist for the Pulitzer Prize.

Banning was assembling this collection of his best and most representative writings on the Founding era when his untimely death stalled the project just short of its completion. Now, thanks to the efforts of Todd Estes, this work is finally available. Founding Visions: The Ideas, Individuals, and Intersections that Created America showcases the work of a historian who shaped the intellectual debates of his time. Featuring a foreword by Gordon S. Wood, the volume presents Banning’s most seminal and insightful essays to a new generation of students, scholars, and general readers.

Lance Banning (1942–2006) taught at Brown University and the University of Kentucky and held a senior Fulbright appointment at the University of Groningen in the Netherlands in 1997. During his prolific career, he held fellowships from the National Endowment for the Humanities, the John Simon Guggenheim Memorial Foundation, the National Humanities Center, and the Center for the History of Freedom.

For more information, contact: Mack McCormick, Publicity Manager, University Press of Kentucky, 859/257-5200, permissions@uky.edu

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Invitation to Join the SHA

In Spotlight on May 4, 2015 by Randolph Hollingsworth Tagged: ,

Dear Kentucky History Educator,

As a teacher of history at the University of Kentucky, and as a representative of the membership committee of the Southern Historical Association (SHA), I write to invite you to become a member of the SHA if you have not already done so. Founded in 1934, the SHA ranks among the most important organizations in the country today promoting inquiry into vital aspects of American history, including sectionalism, war, race, slavery, civil rights, religion, and politics.

The SHA welcomes as members anyone involved in educating students, or the general public, on various aspects of the South’s regional history. Each year the SHA holds an annual conference, featuring presentations and exhibits by college professors, museum curators, secondary school teachers, and graduate students, on the most recent and pressing questions surrounding the region’s history. Next November, the 2015 annual meeting will be in Little Rock, Arkansas.

Southern Historical AssociationAlso included with membership is a subscription to the Journal of Southern History, published four times per year. The journal is the premier venue for new scholarship on the region, as well as for reviews of nearly all new books on southern history published each year.

Please see the SHA website for more information – and for a membership application: http://sha.uga.edu. As a 20-year member of the organization, as well as a member of the journal’s editorial board, I am also happy to answer any questions. I hope you will consider becoming a member.

Amy Murrell Taylor

Dr. Amy Murrell Taylor, University of Kentucky

Sincerely,

Amy Murrell Taylor

—
Dr. Amy Murrell Taylor
Associate Professor of History
University of Kentucky
1715 Patterson Office Tower
Lexington, KY 40506-0027


KATH-Online Editor’s Note: Our regulars may remember Dr. Taylor was the KATH Keynote speaker for 2013 – check out the KATH-online archives for more on that year’s meeting.

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Articles

NHD evaluation guidelines

In Spotlight on April 16, 2015 by Randolph Hollingsworth Tagged: , ,

spotlightSPOTLIGHT ON ASSESSMENT FOR HISTORY RESEARCH PROJECTS IN ELEMENTARY AND SECONDARY SCHOOLS

Have you seen the evaluation guidelines that the National History Day judges use? How do these guidelines relate to what you are doing in your classrooms? With your assignments’ guidelines? How do these evaluation guidelines for projects produced by students from 4th grade through 12th grade relate to guidelines used in assignments in postsecondary classes?

Historical Quality 60%
Research, analysis, and interpretation of the topic

 Thesis or Argument: The thesis is clear, and the entire entry is related to the thesis. The student didn’t add any information that is not related to the theme or thesis/argument.

Entry is historically accurate: The historical facts are accurate as demonstrated by sources and research.

Shows analysis and interpretation: The entry didn’t just state the facts and order of events. It explained how and why this information is related to the thesis.

Places topic in historical context: The entry describes the setting of the events. It discusses what was happening culturally at the time in society and how that is related to the topic.

Research is balanced: The entry examines the topic from more than one of the groups or people involved. It discussed sources that may disagree with the thesis, and responds to these arguments. The entry explains how the events affected more than one group, sometimes on opposing sides of the issue.

Uses available primary sources and shows wide research: The bibliography lists different kinds of primary and secondary sources. It demonstrates research beyond the most well known sources.

Theme and Significance 20%

Clearly relates topic to the theme: The entry clearly demonstrates a clear connection to the theme.

Demonstrates significance of topic in history and draws conclusions: The entry demonstrates why and how the topic had a lasting impact. This can include people, culture, education, politics, art, etc. related to the topic.

Clarity of Presentation and Production Quality 20%

Presentation and written material are original, clear, appropriate, and articulate: The presentation is interesting and original. The tone is appropriate to the topic.

Entry is organized; visual impact/presentation category is appropriate to the topic. The order of the information presented is organized and makes sense. The process paper and bibliography are clear, organized, and thorough. The references are listed using the correct format.

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Articles

Amicus Curiae Brief against Kentucky

In Spotlight on March 10, 2015 by Randolph Hollingsworth Tagged: , ,

Have you seen the recent Amicus Curiae brief to the Supreme Court submitted by some of the greatest historians of the day? The American Historical Association signed on in support of the brief also. It is well worth discussing with your students since it is an excellent example of the importance and vitality of the discipline of history today. It is in support of the petitioners and an argument against the Kentucky governor’s case against same-sex marriage: Obergefell, et. al. v. Beshear, Gov. of Kentucky.

The questions the brief addresses are:

  1. Does the Fourteenth Amendment require a state to license a marriage between two people of the same sex?
  2. Does the Fourteenth Amendment require a state to recognize a marriage between two people of the same sex when their marriage was lawfully licensed and performed out-of-state?

Here is the outline of the response to those questions by a long list of historians (led by AHA member Nancy Cott of Harvard University).

I. Marriage has served multiple purposes beyond procreation throughout American history
     A. Marriage historically has served important political and economic purposes.

  1. Marriage developed in relation to governance.
  2. Marriage has created public order and economic benefits.

B. Marriage has always been about more than childbearing.

  1. Neither eligibility for marriage nor sexual intimacy within marriage has turned on the ability to procreate.
  2. Non-biological children have long been integral to the American family.
II. Marriage had changed to reject discriminatory rules and restrictions
     A. Marriage laws have changed to reflect changing understandings of spouses’ respective roles and rights.
     B. Race-based restrictions on marriage eligibility have been eliminated.
     C. Courts have played an instrumental role in changes to marriage laws.

In summary: “Throughout American history, marriage has served multiple state interests and has evolved to reflect social and legal changes. The historical record contradicts attempts to cast marriage as serving any single, overriding purpose. And it contradicts attempts to present marriage as a static institution so rooted in ‘tradition’ as to insulate it from constitutional challenge (23-24).”

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Teaching Historical Inquiry with Objects

In Alerts,Spotlight on March 3, 2015 by Randolph Hollingsworth Tagged: , ,

Kathy Swan

Dr. Kathy Swan

A free and open course offered via EdX in October 2015, “Teaching Historical Inquiry with Objects,” will be facilitated by Dr. Kathy Swan of the University of Kentucky College of Education, and Naomi Coquillon, National Museum of American History of the Smithsonian Institution.

The course is geared to middle and high school social studies and history teachers. It lasts six weeks (the instructors suggest spending three hours per week in the course) and will offer participants new teaching techniques designed to engage students in the process of historical inquiry.

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UK’s Kathy Swann and Pearson develop new social studies curriculum products

In Spotlight on December 19, 2014 by Randolph Hollingsworth Tagged:

Kathy Swan

Dr. Kathy Swan, College of Education, U. of KY

eSchool News reported on the new social studies curriculum published by Pearson — starring Kentucky’s own Dr. Kathy Swan. Dr. Swan is Associate Professor of Social Studies at the University of Kentucky. Besides her research and teaching, she serves as the advisor for the Social Studies Assessment, Curriculum, and Assessment Collaborative (SSACI) at the Chief Council of State School Officers (CCSSO) and was the project Director/Lead Writer of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

The curriculum focuses on project-based learning in the social studies classroom. Pearson has announced that it is available now for pilots and for implementation in fall 2015. The new social studies programs are “American History” for middle schoolers; and “World History,”“United States History,”“Magruder’s American Government” (which includes the Civic Action Project) and “Economics” for high schoolers.

The new programs emphasize the use of digital content but also uses print resources. The curriculum includes myStory videos which were, according to the eSchool News article, “developed to help students make personal connections to people and places all over the world.” Educators will also have access to NBC Learn’s library of more than 17,000 education videos. Students research their projects then extend their understanding by applying what they just learned in quick recap exercises as well as through formative and summative assessments.

The nonprofit, non-partisan Constitutional Rights Foundation collaborated with Pearson to develop Civic Discussion Topic Inquiries for all of the new programs.

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7 Rules for Public Humanists

In Spotlight on October 6, 2014 by Randolph Hollingsworth Tagged: , ,

Check out the blog post “Seven Rules for Public Humanists”.

Steven Lubar - Twitter Avatar

Steven Lubar’s avatar on Twitter

by Steven Lubar, Department of American Studies, Brown University via On Public Humanities.

“If we want the humanities to be more than academic—if we want them to make a difference in the world—we need to change the way we work. We need to rethink some of the traditional assumptions of the humanities. I suggest here seven rules of thumb for doing public humanities. …”

  1. It’s not about you
  2. Be a facilitator and translator as well as an expert
  3. Scholarship starts with public engagement
  4. Communities define community
  5. Collaborate with artists
  6. Think Digital
  7. Humanists need practical skills

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KGA blog on H-KY

In Spotlight on March 30, 2014 by Randolph Hollingsworth Tagged: , ,

Check out the blog for the Kentucky Geographic Alliance in the H-Kentucky network:

H-Net blog icon - a megaphoneClick here to see the Kentucky Geographic Alliance blog

They use their blog to send out Kentucky in the News – local news stories that are related to geography in ways that are useful in Kentucky social studies classrooms. They also use the H-Kentucky network for their annual Geography Awareness Week activities.

H-Net: Humanities & Social Sciences OnlineWe encourage you to subscribe to H-Kentucky so you can comment and add to the conversation. To subscribe, first create an account at H-Net Commons (if you don’t have an account already – click here to register) and fill out your profile – then subscribe to the H-Kentucky network: http://networks.h-net.org/h-kentucky. You’ll get notifications of all the contributions to the network via email – and you will be able to contribute your own content as well.

The Kentucky Geographic Alliance is a grassroots organization of educators supporting geographic education. They provide support services for P-12 teachers in the Commonwealth to enhance the geographic awareness of students.

KGA logo

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