Sharing Local History Around the Country

Students in Social Science Classes Research Local Historical Figures and 
Share Their Research with Other Students

Paul Raisanen

Mendocino Grammar School

California State
Framework Area:  Social Studies

Grade Level : 
 4 - 8
	
Length of Project:   4 to 6 weeks


Produced in conjunction with the NASA K-12 NREN Partner School 
Program and the California Telemation Project


I. INTRODUCTION

	Many students view history as cold impersonal writings about  
events that took place somewhere else in some other time.  It is usually 
unclear that real people chronicled real events as they were happening 
around them.  Perhaps if students from around the United States were 
able to share stories of local people who made significant contributions 
to our countryÕs development, they would understand that  history is 
just a collection of stories about real people and events.
	Students will either write a biography  of a person in their local 
area who made a significant contribution to the development of our 
country  or write about a significant event that took place.  The time 
period can be any time before 1861.  The local area can be stretched to 
the home state boundaries of the student.
	Students will then share these stories through the use of 
telecommunications with other students living in different states 
around the country.  
	Purpose :  To learn that the history of our country is simply a 
collection of stories about local people and events.  Hopefully the 
students will be able to see a connection between the ÒlocalÓ histories 
and their textbooks.

Framework Connections :  The framework states that the history of 
community, state, region, nation, and world must reflect the 
experiences of men and women and of different  racial, religious, and 
ethnic groups.  The framework also emphasizes the importance of 
history as a story well told.

II. STUDENT OUTCOMES

Students will:
1. learn about an interesting person who lived in their local area or 
about an exciting event that occurred nearby sometime between 1600 
and 1860.
2.Êanalyze how the person or event affected the development of the 
area or country as a whole.
3.Êdescribe the setting in which the story takes place.
4.Êwrite about at least one widely known event that was taking place Êat 
the same time in some other part of the country and relate it to Êthe 
local event being studied.
5.Êshare the story of their historical figure or event with  students in 
ÊÊfour other states.
6. ÊUse the reactions and evaluations of others to revise their stories.

III. ACTIVITIES

Beginning

--California teacher makes a connection on e-mail with teachers in four 
other states and states the objectives of the project.
--California teacher will select the four other schools and act as a 
clearing house for the project.
--Each of the five school teams of teachers and students will brainstorm 
and create a list of people or events that were historically significant 
within their area or state.  This list should include men and women 
and different racial, religious, and ethnic groups.
 
Writing

--Students in each of the five classrooms will choose their subject and 
begin their research.
--The final drafts will be put together in a class file ready to send off at 
the end of six(6) weeks.

Sharing

--Each school team will divide their projects into four groups and send 
one group to each of the other schools.
--Each student at the receiving schools will select one of the writings,  
read it, and send feedback to the author in the form of a short 
evaluation guide.


Evaluation Guide

Circle the appropriate answer.
1. Was the setting of the story in the immediate  
area?  yes   no

Ê2.ÊWas the setting of the story not in the immediate Ê
ÊÊarea, but within the state boundaries?Ê  yes   no

3.ÊIs the time period of the story correct?Ê  yes   no

4.ÊWas the setting of the story vivid?  Could you 
ÊÊÒseeÓ what was happening?   yes   no

5.ÊDid the person or event have a significant effect
ÊÊupon the local area or the country as a whole?Ê  yes   no

6.ÊDid the author write about another important 
ÊÊhistorical event that was taking place in another 
ÊÊpart of the country at the same time?  yes   no

7.ÊComments: 



IV. ASSESSMENT
	The final assessment will consist of a portfolio which includes 
the following materials:
	--Final draft of the biography or historical event.
	--Copy of the story that the student read along with the 
evaluation guide that was sent.
	--Copy of the evaluation that was received from the other school 
on the studentÕs own work.