Search

This document is a compilation of 25 pieces of writing presenting Ohio adult basic and literacy education (ABLE) students' perspectives of community and personal history. The items included in the compilation were written by ABLE students across Ohio. The compilation is organized in three sections as follows: (1) people (9 items, including a summary of an interview with a veteran of World War II, several personal recollections of deceased family members, a personal recollection of an interracial friendship in the 1950s, a narrative by a woman whose drug problems forced her to terminate her parental rights, and a woman's description of her children's reactions to meeting Vice-President Al Gore); (2) places (10 narratives, including reflections on growing up in southern Ohio, the history of the restoration of a house that had served as a safe-haven for runaway slaves in the 1850s, the story of a family's move from California to Ohio, a woman's impressions of a restored canal town, and a history of Malabar Farm); and (3) potpourri (6 items, including a personal recollection of the blizzard of 1977, a woman's story of her experiences keeping old Chinese customs in Ohio, and the story of a woman's impressions while watching the Olympic Torch's passage through Ohio). Biographies of most of the ABLE student authors are included. (MN)

This document is a compilation of 33 pieces of writing presenting Ohio adult basic and literacy education (ABLE) students' perspectives of community and personal history. The items included in the compilation were written by ABLE students across Ohio in celebration of Ohio History Day. The compilation is organized in five sections as follows: (1) personal history (eight personal narratives, including narratives describing work at the Ravenna Army Ammunition Plant, life in an oil patch, life in the mountains during the Depression, life on a farm in the 1950s, and life as the brother of a heart and kidney transplant recipient); (2) historical communities (nine descriptions of Ohio sites that are included in the National Register of Historic Places); (3) oral history (four narratives and an interview with a man who was imprisoned in the Soviet Union in 1968 after Russian fighter planes forced his plane down for allegedly violating Soviet air space); (4) historical weather (eight personal narratives, including a narrative about the 1978 blizzard, several about floods, and a narrative about a tornado); and (5) historical fiction (three history-based fictional narratives, including one about "rum runners" smuggling liquor from Canada during Prohibition and one about a P.T. boat prowling Lake Erie during World War II). (MN)

United States state history is a required component of the upper elementary social studies curriculum in all 50 states. Noting that few resources exist on the subject of state history, this book aims to show teachers how to plan a state unit using a culturally relevant, social constructivist pedagogy with connections to literacy, a focus on multicultural teaching, and compliance with state and national standards. The book offers specific examples of the curricular framework in action, portraying teaching strategies and student responses to topics that range from the process of becoming a state, state government, state industries, and family histories to even more challenging subjects. Each chapter in the book opens with a classroom vignette illustrating the curricular framework. With each chapter, teachers can find descriptions of resource trade books, state history publications, photographs, artifacts, and simulations; teacher-created materials when published examples are unavailable; in-depth descriptions of classroom activities in action small-group research, literature circles, history workshops, dramatizations; "Focus on Your State," sections with suggestions for locating resources and creating materials specific to the state; and quotes from students revealing what they learned about state history. Following the introduction, there are six chapters: (1) "Creating State History Curriculum"; (2) "Integrating Family History with State History"; (3) "Learning about the First People in the State: Tradition and Conflicts"; (4) "Exploring Diverse Perspectives on Becoming a State and on Voting Rights"; (5) "Learning about State Industries"; and (6) "Teaching for Learning, Learning from Teaching." (Contains 133 references.) (BT)

This book aims to motivate children to learn about history and social studies by beginning with what they already know--from home life, family life, ethnic/cultural life--and then building on that personal knowledge by adding information from family and community resources. The book includes activities that can help the teacher show students that history is not only about the past but also about all people and their families, communities, and living history. The activities and resources can be adapted, adjusted, updated, and personalized. Resources include annotated bibliographies of children's trade books related to family history topics and local/community history topics; a comprehensive list of contacts (by state) for additional information and assistance with conducting genealogical study. The book emphasizes diversity and the most current theories of teaching and learning. It takes a child's experiences within the home, the school, and the community and places them directly in the framework of the classroom curriculum; it is based on the idea that when teachers use strategies and plan lessons that build on prior knowledge by incorporating each child's own cultural learning and experiences, children are empowered as learners. (BT)

This collection of essays is drawn from a series of international seminars in which participants explored different methodologies for writing social history of the classroom. The collection features 13 essays divided into 3 parts: Part 1, "Raising Questions about Classroom History," contains: (1) "Sneaking into School: Classroom History at Work" (Kristof Dams, Marc Depaepe, Frank Simon); (2) "Curriculum History as Lived History" (Ulla Johansson); (3) "Designing Teaching: The Classroom as a Technology," Martin Lawn; (4) "On Visualizing Past Classrooms" (Ian Grosvenor); (5) "Words about Classrooms: What Can One Letter Tell Us?" (Harry Smaller). Part 2, "Seeking Answers: Case Studies in a New Social History of the Classroom" contains: (6) "Reconstructing the Classroom Teacher, 1903-1945" (Philip Gardner) ; (7) "An Open-Ended Education: Problems in Reconstructing the History of an African-American Classroom" (Valinda Littlefield); (8) "Living the Life: Inside and Outside the Classroom" (Lars-Goran Hogman); (9) "Reading Made Strange: Context and Method in Becoming Literate in Eighteenth and Nineteenth Century England" (David Vincent); (10) "Reading Teachers' Mail: Using Women's Correspondence To Reconstruct the Nineteenth Century Classroom" (Jo Anne Preston); (11) "Carrying the Torch: African-American and White Female Teachers and Professional Culture in the Georgia Upcountry, 1920-1950" (Ann Short Chirhart); and (12) "Sixteen Years in a Classroom," Kate Rousmaniere). Part 3, "Raising Questions/Seeking Answers" contains: (13) "Silences and Images: Reading the Past." (Jaap ter Linden). (RJC)

This book encourages the use of cultural biographies as a way to understand various cultures. The volume is a collection of stories about the teachers and students in New York (New York) schools who have made family studies central to the curriculum. The book emphasizes the everyday lives of families, their social histories, and cultural biographies as the foundation of every child's school experience. The chapters include: (1) "Getting Started"; (2) "Then and Now"; (3) "News from the Home Front"; (4) "Stories To Grow Up On"; (5) "Home Cooking"; (6) "Coming to America"; (7) "Elders Share Their Lives"; (8) "Family Album"; and (9) "Epilogue." (Contains a list of works cited; a preface to the picture book bibliography, by Gary Zingher; an annotated bibliography of picture books; and resources for teachers.) (EH)

This book describes the impact of U.S. government social, cultural and educational policies on a Native American family and its tribe--the Choctaw--from 1763 to 1995. The book intertwines a personal quest for family roots in Choctaw tribal history with traditional historical methodology to examine the direct relationship between educational policies and social and cultural change among the Choctaws. The first part of the book, which covers the period prior to removal from ancestral southern lands, contrasts government and missionary goals with the desires and social organization of Choctaws and Cherokees. Ironically, the intersection of government, missionary, and tribal goals resulted in social changes among the tribes that defeated the U.S. government's major purpose of gaining tribal lands. Subsequently, the tribes were removed to lands west of the Mississippi. The second section focuses on educational history of the Choctaws in Indian Territory from the early 1830s to 1907; analyzes development of the Choctaw government and school system and evolution of distinct social classes; discusses the Choctaw alliance with the Confederacy during the Civil War, slavery, and the growth of a segregated school system; and describes the end of the Choctaw Nation and its school system. The final chapters analyze the consequences of schooling on the tribe and on the family and other mixed-blood families. The conclusion is that values of the Protestant ethnic--hard work, acquisitiveness, selfishness, and domination of nature--destroyed Native Americans; have the potential to destroy human happiness; and should be replaced with values of minimum work, sharing, and the sacred hoop of nature. Contains references in chapter endnotes, an index, and photographs. (SV)

This book provides a step-by-step guide to genealogical research in North America for Native Americans. The book also contains information on the history of Native Americans and their relationships with the United States. Chapters include: (1) "Grandmother Spider's Tangled Web"; (2) "Why Trace Your Roots?"; (3) "Celebrating Heritage and Diversity"; (4) "A Deeper Sense of History"; (5) "Tracing Your Family Tree"; (6) "Genealogical Records and Research"; (7) "Native American Records and Documents"; and (8) "Preserving What Your Find." Contains a 31-term glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and other countries for Jewish Americans. The book also contains information on the history of the Jews, including the Diaspora, the Holocaust, immigration to the United States, and the establishment of the modern state of Israel. Chapters include: (1) "The Box in the Closet"; (2) "In the Beginning..."; (3) "The Jewish Diaspora"; (4) "Coming to America"; (5) "Never Forget, Never Again"; (6) "Two Promised Lands"; (7) "Genealogical Ground Rules"; (8) "Gaining Knowledge from Family Members"; (9) "Searching for Records"; (10) "Research on the Holocaust and Your Ancestors' Roots"; and (11) "Conclusion." Contains a 22-item glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and Ireland for Irish Americans. The book also contains information on the history of Ireland and Irish immigration. Chapters include: (1) "Your Irish American Heritage"; (2) "Your Irish Immigrant Ancestors"; (3) "Getting Started"; (4) "Researching in Ireland"; (5) "Interviewing Your Relatives"; and (6) "Putting It All Together." Contains a 32-term glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and China for Chinese Americans. The book also contains information on the history of China and its relationship with the United States. Chapters include: (1) "Making History Come to Life"; (2) "Being Chinese Americans"; (3) "Social Structure and Genealogy in Chinese History"; (4) "Starting Your Search in the United States"; (5) "Chinese Clan Registers"; (6) "Local Gazetteers"; (7) "Oral History"; and (8) "Your Final Result." Contains a 20-term English and a 34-term Chinese glossary and an index. (EH)

This book offers a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, the book also can be used by anyone interested in the lives of Polish Americans throughout the years. Chapters describe how to find records that are publicly available. The table of contents includes: (1) "Tracing Your Roots"; (2) "Poland, Polish Americans, and the History of Immigration" including Polish Jews and the Warsaw ghetto, Lech Walesa and Solidarity, Polish literature and art, and biographies of Poles; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Creating A Family Tree"; (6) "Making a Polish American Family History"; (7) "Your Kin Group or Family"; and (8) "Tracing Your Roots If You Are Adopted." (EH)

This book offers a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, the book also can be used by anyone interested in the lives of British Americans throughout the years. Chapters describe how to find records that are publicly available. The table of contents includes: (1) "Why Trace Your Roots?"; (2) "Celebrating Heritage"; (3) "The Land of Your Ancestors" includes Scottish, English, and Welsh traditions; (4) "Your Ancestors Were Immigrants" discusses America during the Colonial period, emigration from England, Scotland, and Wales to America, languages, music and dance; (5) "Getting Started"; (6) "Documents and Libraries"; (7) "The Idea of Lineage" includes names, clans, mobility, titles, coats of arms, and heraldry; and (8) "Preserving What You Find." (EH)

This book provides a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, it also can be used by anyone interested in the lives of African Americans throughout the years. Suggestions on how to find records that are publicly available are included. The book concentrates on how to trace one's roots back to an ancestor's arrival in the United States, emphasizing the difficult nature of the task. This book also illustrates the unique and important contributions of African Americans to U.S. culture. Chapters include: (1) "A Heritage to Celebrate"; (2) "Immigration in Chains" discussing the slave trade; (3) "Freedom and the African Cultural Diaspora"; (4) "Getting Started on Your Search" suggests using graveyards, heirlooms, and oral tradition as sources; (5) "The Census, and What It Doesn't Tell"; (6) "Searching for Slaves" discusses colored troops, county deed books, and early Black organizations; (7) "High-Tech Genealogy"; (8) "Nontraditional Families and Family Issues"; and (9) "Preserving Your Family History." Each chapter contains a resources section for further research. (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for German ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Why Trace Your Roots?"; (2) "The History of Germany and German Emigration"; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Creating Your Family Tree"; and (6) "Making Your Own History." (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for Italian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Why Trace Your Roots?"; (2) "The History of Italian Immigration"; (3) "Beginning Your Genealogical Search"; (4) "Getting the Inside Story"; (5) "Using Outside Sources"; (6) "Research in Italy"; (7) "Nontraditional Families"; and (8) "Putting It All Together." (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for Scandinavian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Tracing Your Roots"; (2) "Scandinavia, Scandinavians, and the History of Immigration"; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Making a Scandinavian American Family History"; and (6) "The Meaning of Community, Kinship, and Family." (Contains a glossary and an index. (EH)

Recognizing the great variety of families in which children live, this book for children in upper elementary grades and their parents and teachers illustrates that variety through children's personal narratives about their families and descriptions of family activities. Section 1, "Families," presents the narratives of children ages 8 to 18 years about their families and what makes them unique. Families represented include those with stepsiblings and stepparents, divorced or unmarried parents, parents with different religious beliefs or racial backgrounds, parents of the same gender, families with adopted children, families with relatives in other countries, family members with disabilities, families living in group homes, families with crises, families with several children, and families with several generations living together. Section 2, "You and Your Family," contains activities that children can do with their families, including making a family tree and family history scrapbook; preserving special moments in the family history by creating family timelines, quilts, photo sculptures, shadow boxes, and time capsules; identifying and developing family traditions; settling problems and making decisions at family meetings; and finding ways to maintain relationships with extended family members. A Family Tree Chart and a survey for children on family members concludes the book. (KDFB)

This book was written by students from all over the United States who participated in a program at Westridge Elementary School (Littleton, Colorado). The book is for anyone who wants to learn about Western Native American culture and heritage. The book tells the story of six Native American individuals and their families who represent different peoples of the Indian nation. Chapter 1 gives an overview of the Muscogee (Creek) heritage with Principal Chief Bill Fife. Chapter 2 explores the Arapaho heritage with Carolyn McLaughlin. Chapter 3 discusses the Navajo heritage with Judge Allen Sloan. Chapter 4 describes the Hopi heritage with Joan Timeche. Chapter 5 includes the Yakama heritage with Frances Smiscon. Chapter 6 presents the Sioux heritage with Calvin Standing Bear. Each family and tribal nation is unique yet similarities are stressed. The book contains numerous illustrations and photographs and concludes with a list of student and teacher participants and an index. (EH)

The history of childhood is of major importance to any study of human society. This book reviews systematically the attitudes and practices of parents toward their children in different Western cultures and time periods. The chapters of the book are: (1) "The Evolution of Childhood" (Lloyd deMause); (2) "Barbarism and Religion: Late Roman and Early Medieval Childhood" (Richard B. Lyman, Jr.); (3) "Survivors and Surrogates: Children and Parents from the Ninth to the Thirteenth Centuries" (Mary Martin McLaughlin); (4) "The Middle-Class Child in Urban Italy, Fourteenth to Early Sixteenth Century" (James Bruce Ross); (5) The Child as Beginning and End: Fifteenth and Sixteenth Century English Childhood" (M. J. Tucker); (6) "Nature versus Nature: Patterns and Trends in Seventeenth-Century French Child-Rearing" (Elizabeth Wirth Marvick); (7) "Child-Rearing in Seventeenth-Century England and America" (Joseph E. Illick); (8) "A Period of Ambivalence: Eighteenth-Century American Childhood" (John F. Walzer); (9) "'That Enemy Is the Baby': Childhood in Imperial Russia" (Patrick P. Dunn); and (10) "Home as a Nest: Middle Class Childhood in Nineteenth-Century Europe" (Priscilla Robertson). Each article contains references. (HTH)

This book focuses on building community through the sharing of history and traditions that students have inherited. Two eighth-grade teachers collaborated with others in their Oregon school to collect teaching strategies for this book. The teachers worked to build curriculum that integrated social studies with language arts and other subject areas. Most of the contributors advocate student-centered, process-oriented approaches to teaching, but they do not have one definitive point of view about integrated curriculum. Different approaches are needed for different students, teachers, places, and times. The book is divided into three parts with fourteen chapters. Part 1, "Connecting Story and History," includes: (1) "Once Upon a Time and Place: Stories of the Family" (Toni Kennedy); (2) "Our Stories, Our History, Our Memories" (Tim Gillespie); and (3) "Telling Points: Teaching Social Studies with Literature" (Mary Burke-Hengen). Part 2, "Creating Interdisciplinary Classrooms,, contains: (4) "Call of the Wild" (Jackie O'Connor); (5) "Show, Don't Tell: Role Plays and Social Imagination" (Bill Bigelow); (6) "Teaching Citizenship through Mock Trials: Blending Social Studies and Language Arts" (Theresa R. Murray); (7) "Learners as Creators: Art and the Social Studies" (Libby Kennedy); (8) "A Middle Ages Potpourri" (Betty Hittle); and (9) "Using Fish To Teach Geography" (Kristel McCubbin). Part 3, "Changing and Reflecting," includes: (10) "Chance Favors the Prepared Mind: An Administrator Reflects on Change" (Michaelann Ortloff); (11) "The I-Team" (Mark Oldani); (12)"Students Develop Portfolios" (Winnie Charley); (13) "Community Service Learning: A Bridge to Meaning" (Mark A. Woolley); and (14) "A Conversation on Assessment." (EH)

This book contains memoirs about growing up as the son of Mexican immigrants in rural California, as well as stories that the author's parents told him about their childhoods and village life in Mexico. In a preface and introductory stories, the immigrant explains how his family culture sustained him during bad experiences in school, and describes how, as an adult, he rediscovered the truth of his parents' stories. Those tales of bravery and self-discovery are set against the backdrop of the Mexican Revolution and immigration to the United States. All involve young people overcoming physical, emotional, and psychological barriers during times of great stress. The children and adolescents in these stories discover truths about spirituality and magic, stand up to bullies on the first day of school, assist during childbirth, fight witches and the real-life oppressors of their village, and achieve great feats of skill and courage. The message is that young people have the power to create their own futures and can overcome all manner of adversity with the help of spirituality, imagination, and love of family. Includes notes on story background. (SV)

This book provides stories to generate ideas on how to put students at the center of curriculum and how to create a classroom environment that is not based on a "win lest you lose" mentality. This focus is on an inclusive curriculum for all races, ethnic groups, both sexes and all "other" groups. These stories are true, but all student and parent names have been changed, as have some details of stories. The contents of the book include: (1) "Preface"; (2) "Foreword"; (3) "The Story of Two Quilts"; (4) "Stealing Stories"; (5) "Gendered Journeys"; (6) "Random Accounts of Connected Knowing"; (7) "American Women Making History"; (8) "Angela's Ritual"; (9) "Losing It: Notes about Field Trips"; (10) "Some Middle School Strategies for Black History Month"; (11) "The NOW Contests"; (12)"Notes about Problems"; (13) "Kerry"; (14) "Notes on Teacher-Centered Resource Time"; (14) "More Notes"; and (15) "Selected Bibliography." (EH)

This teacher's guide to "Do People Grow on Family Trees?" provides the classroom teacher with thought-provoking discussion topics and questions and curriculum-enhancing activities. It presents objective-based, action learning strategies that involve students in the following: simulation situations that lead to problem solving and other higher-thinking-level skills, interesting research and data collecting projects, design and utilization of charts and diagrams, reading and writing in content area, cooperative learning group activities, and group discussions and debates. This guide is geared toward the fourth to eighth grades. The activities suggested can be incorporated into the social studies curricula, or a thematic unit on geneology could be incorporated into a language arts research and writing-based program. Techniques for research and study are pedigree charts, family group sheets, reading relationship charts, and the study of historical immigration movements. Information on how to research family genealogies by way of the family Bible, handling photographs, tape recording interviews, and saving facts of one's own life also are covered. Each chapter presents objectives and classroom discussion examples along with sample activities. (JAG)

The Ethnic Studies Oral History Project of the University of Hawaii recorded and preserved interviews with 250 older Hawaiian working people and selected the 12 most representative life narratives to make up this book. According to an introduction, the 12 were chosen for their portrayal of everyday life and work, their articulation of attitudes and feelings, and the documentation of major historical events as experienced and perceived by them. Representing the values and lifestyles of different communities, the personal narratives comprise four chapters. The oral histories of Ida Kanekoa Milles, with an Hawaiian upbringing in isolated Nahiku, Maui, and Nelson Ah Hoy Chun, a rice and taro farmer in the Big Island's Waipio Valley, are contained in Chapter 1, "In the Country." Eleanor Heavey, from Honolulu's working-class district, Kakaako, and Usaburo Katamoto, who built boats on the waterfront, follow in Chapter 2, "In the City." Chapter 3, "On the Plantation," features Lucy and Seraphine "Slim" Robello, a second-generation sugar plantation family; Adam Holmberg, a locomotive brakeman; Cresencia and Pedro Ponce, participants in the 1924 Filipino Strike; and Emigdio Cabico, a plantation store clerk. Violet New Zane, a storekeeper in Lower Paia, Maui, and Osame Manago, the owner of a hotel in Captain Cook, Kona, Hawaii, are featured in the concluding chapter, "In the Small Town." A glossary of non-English words used by the interviewees is appended. (KH)

This book brings a social science perspective to bear on family change and family policy; identifies the determinants of change; and analyzes the role that government has played and can play in affecting the course of family life. Trends are examined from the perspective of children, mothers, and fathers. The book is comprised of the following chapters (by the following authors): (1) "The Changing American Family and Public Policy" (Andrew J. Cherlin); (2) "Recent Trends in the Well-Being of Children in the United States and Their Implications for Public Policy" (Nicholas Zill and Carolyn C. Rogers); (3) "Family Change and Adolescent Well-Being: A Reexamination of U.S. Trends" (Frank F. Furstenberg, Jr. and Gretchen A. Condran); (4) "Toward a Family Policy: Changes in Mothers' Lives" (Cynthia Fuchs Epstein); (5) "Good Dads-Bad Dads: Two Faces of Fatherhood" (Frank F. Furstenberg, Jr.); and (6) "The Links between Government Policy and Family Structure: What Matters and What Doesn't" (Mary Jo Bane and Paul A. Jargowsky). Data are illustrated on 55 tables and figures. Each chapter includes a list of references. Information about the authors is appended. (BJV)