A t t e r b u r y T h e F i l e s

A n E x t r a c u r r i c u l a r I n q u i r y P r o j e c t I l l u s t r a t i n g L o c a l H i s t o r y

by Ronald V. Morris

he people in the rural farmlands and villages of Ko rean Wa r, when the population grew again. After T Brown, Ba rt h o l o m ew, and Johnson counties of the end of the Ko rean Wa r, howe ve r, the camp disap- south central had been hit hard first by the p e a red almost as fast as it had appeared. The federal agricultural depression of the 1920s and then by the g overnment declared the land to be surplus, but did Great De p ression. But, the bitterest pill to swallow not offer to return it to the families from whom it had was when World War II started and the U.S. gove r n- originally been acquired. The deeds to the majority of ment condemned the land to be a new war base. The the old camp grounds re ve rted to the In d i a n a farmers and villagers left their land fore ve r, and seem- National Gu a rd, the Indiana De p a rtment of Na t u r a l ingly overnight, a community sprang up that was the Re s o u rces Fish and Wildlife Division, Jo h n s o n t h i rd largest city in the state of In d i a n a — C a m p County Pa rk and Re c reation Board, and the Jo b s At t e r b u r y was born. It served as an induction center Corps. By the 1970s, most of the World War II stru c- with training facilities and a camp for t u res had vanished. The forest quickly reclaimed the Italian and German soldiers. After World War II, the land, and only a few lonely footings we re left as bleak population of Camp At t e r b u r y declined until the testimony of the former post.

28 SUMMER 2004 • VOL. 27, NO. 3 Science teacher Don We rtz and social e c o l o g y, and the Johnson County Pa rk for re s e a rch and oral history. The students studies teacher Larry Taulman grew up in staff always provided a conservation pro- called some contacts to gather informa- Johnson County and lived next to gram. Four to six students documented tion and took notes from their conve r s a- Edinburg and Camp At t e r b u ry when it the entire trip with cameras that we re pro- tions. The students would “go fishing” was in operation. What became known as vided by the school and the sponsors. for information, asking multiple open- “The At t e r b u ry Fi l e s” began when these ended questions on multiple topics to see two teachers started gathering informa- The Research if they could get a good story. These “f i s h- tion for a field trip to the old army base ing trips” we re often held when students that had been active when they we re stu- No secondary sources existed on the would go to an informant’s home after dents. In 1976, they initiated interd i s c i p l i- history of the camp, so the first idea that school or in the evening. n a ry field trips to the base, which allowe d i n t e rested the teachers was to put Because of the age of the students students to use the re s o u rces of their local together a booklet. In 1980, the two i n vo l ved, the lack of transport a t i o n community as a curriculum to learn more middle school teachers worked as a mid- posed a problem in going to meet the about science and social studies. dle school team and selected four stu- informants. Most of the interv i e w s The students who went on these dents who exhibited creativity, content occurred when longtime residents came field trips came from a consolidated knowledge, and task commitment in to school to talk with the students dur- school that included a rural area and their respective classes (Ziegler & Heller, ing lunch. The contact would talk and Franklin, the county seat. Some of them 2000). The teachers selected students the students would ask occasional ques- had had little contact with the old camp based on their academic qualities of tions with the tape-recorder running. except as a place to hunt or fish, while writing, research, and working well with The students would ask the informants others had had no contact with the site both adults and their peers. The teachers how they became acquainted with the at all. Although the site, at one time, had then consulted with these four students site, what they knew about its history, been dotted with small towns, agricul- to select other students with these traits and how the area had changed. ture, and later a large military post, or specific talents needed by the project. Since the students conducted the when the students visited the former Since it was strictly a volunteer pro- re s e a rch, their topics emerged from their camp for the first time, very few people ject, the students had to be self-starters in g rowing interests and their latest contacts worked or lived there. e ve ry sense of the word. The process was with informants. Each interv i ew grew out On the field trips students saw some informal, allowing for merit, talent, and of the last, and the students’ interest in the of the 40,000 acres that made up the self-nomination, but it was dependent topic led them to pursue more informa- former camp. Students went to the air upon results of re s e a rching and writing tion in the next interv i ew. Leads came national guard tower to watch bombing entries for the book. To the teachers, task f rom eve ry direction. Informants, mem- runs. They hiked around the camp to commitment was of key import a n c e bers of the community, and the students see the footings of the American stock- because some of the students possessing t h e m s e l ves constantly identified new leads ade and the POW stockade. Students talents in the other two areas of cre a t i v i t y who should be interv i ewed. At the end of dropped in at the maintenance shop to and content knowledge lacked task com- an interv i ew, the students would ask the climb into a tank and to get a ride in an mitment and, when given the opport u- informant if he or she knew anyone they available vehicle. They also paid a visit n i t y, proved unable to complete their should interv i ew, and the informant usu- to what was then the world’s largest sections of the book. Some students self- ally had a name or two of interesting peo- indoor horse shoe court. selected and vo l u n t e e red when they had ple to speak with next. Some informants On the field trips, students also stud- an interest or they found a friend who would even volunteer to come, but most ied all of the science topics in the field was writing for the project. Nearly 30 stu- of the time they we re solicited. f rom their science curriculum while using dents eventually worked on the pro j e c t , d i s c ove ry learning, in which teachers plan contributing talents such as illustrations, The Writing Project experiences for students to learn about the p h o t o g r a p h y, indexing, and keyboard i n g . content. The science content focused on Some of the students only saw their part What started as a fact-finding mis- two aspects of study: topographical influ- of the project, while others saw the whole sion in which students gathered informa- ences and biosphere interactions betwe e n scope of the project from start to finish. tion and conducted re s e a rch on a local plants and animals. The students stopped The teachers helped the gifted stu- h i s t o ry site grew into a booklet and at one of the lakes in the camp to study dents make contacts with the community e vo l ved into a large book, but the pro j e c t

GIFTED CHILD TODAY 29 The Atterbury Files mission did not change m a r, what the students substantially in any way w rote was what was actu- e xcept size. The students ally printed. kept their focus on writ- The two teachers who ing a book to pre s e rve the s e rved as editors helped to h i s t o ry of the area for the keep the project mov i n g people who had connec- along and drew it to a tions with it and for conclusion; they also led, f u t u re people who we re pushed, and support e d i n t e res ted in the area. the students during the The teachers found a writing process. In t e re s t - place for the students to i n g l y, the two teachers meet, and the students took on ve ry different, ye t had cubby holes where equally important roles in they could work and store the process of mentoring their information. They the students. The social also had a ve ry small studies teacher acted to room with two typewrit- push and drive the pro j e c t Warren Rowe, Manager of the Atterbury State Fish and to a conclusion and to get ers, two chairs, tables Wildlife Area, helps Jim Mead and Analicia Pianca better it to the press, while the where they could lay out understand the goals and objectives of his department. their work, and a file cab- science teacher had the inet where they could They worked informally in groups to talk democratic vision of stu- store their work. about the papers or to listen to a tape. dents working collaboratively with adults. Both of them understood the import a n c e Gifted students worked with teach- For the first edition, the students illus- of creating a student work framed within ers as peers to ask questions, plan, and trated the book with primary sourc e s , the community, featuring good writing carry out the project. The project grew original photos, student art work, and and meritorious work . because students followed their interests photos of the students. in partnership with adults. The ideas Some of the students worked as part- The Atterbury Files came from the students, especially the ners on a chapter to interpret what they original group of four who were most learned from oral history and documents, The gifted students organized their interested in the project, and they kept other students worked individually, and book, The At t e r b u r y Files, to tell the uncovering more and more information, some students wrote multiple essays. causing the project and book to grow c h ronological history of an area that had Students we re responsible for editing both in depth and scope. The more become a World War II army base. To their own work; they re f e r red to their interested the students became and the examine the At t e r b u ry story, the students English teachers for help. The students more they studied and learned about the w o rked with content that came fro m typed the first edition on a typew r i t e r, but topic, the more detailed and complex both social studies and science (see the project became. when it was ready to be typeset, it we n t Fi g u re 1). Sp e c i f i c a l l y, the social studies Students shared the information on to computers. The teachers arranged content illustrated the pre - At t e r b u r y they found from one informant with sev- for the local vocational educational pro- l a n d m a rks and early neighborhoods, and eral different student authors who we re gram to typeset and publish the book. they started with the story of the re m ova l w o rking on different projects. St u d e n t s The teachers edited the students’ of the towns and families who lived there met together as an informal group to talk w o rk for grammar, but it remained the at the beginning of World War II. about the project periodically and kept s t u d e n t s’ work with their middle school notes from the tape-re c o rded interv i ew s voice in the interpretation of the history of Life in the Area Before Military on file cards, which we re color-coded by the area. The volunteers and teachers Activity: Transcript of an Interview topic. Although they we re at differe n t p ro o f read the writing and handed the Jim Mead, Grade 8 points in their writing, they shared their w o rk back to the students for them to p ro g ress, discussed their needs, and sug- consider making changes. Although the Jim Mead: What do you re m e m b e r gested future directions for the gro u p. teachers helped the students with gram- about the land acquisition?

30 SUMMER 2004 • VOL. 27, NO. 3 Mrs. Hants: Everybody got all torn up. I. Social Studies A. Pre-Atterbury Landmarks: Early Neighborhoods A lot of people died. 1. Life in the Area before Military Activity M r. Nichole: There wasn’t anyone who got 2. Hog Bottoms enough money for their land. They could- 3. Sugar Creek, Furnace Mill Area n’t buy a farm equal to what they had to 4. Mauxferry Road g i ve up. A lot of them had to give up farms 5. We Know Pewter 6. Final Resting Place for less than they bought them for 2 or 3 B. Development of the Camp years earlier. (The At t e r b u ry Fi l e s) 1. Land Acquisition 2. Suggestions for Naming Camp Atterbury They proceeded to tell the story of 3. Construction the development of the camp as a U.S. 4. Water Supply 5. Streets of Atterbury Army induction center, including daily 6. High Flying Hopes life in the camp and the support services 7. Tojoberg included there. 8. Wakeman Hospital 9. Project Guardhouse Construction File C. Day-to-Day Life of the Training Camp 1. Administration Jim Mead, Grade 8 2. Unit Training 3. Hidden Talents No signs of life are anywhere. Farm 4. Entertainment at Atterbury houses stand empty and forlorn. The 5. Women in Service at Atterbury cornfields are plowed, but have not been D. Support Services 1. Civilian Personnel planted, nor will they ever be. No birds 2. Fire Department are singing in the bare trees; no cows are 3. Railroad Activity at Camp Atterbury in the field. Chicken coops stand quietly 4. Phone Services for Soldiers with no chickens, and not even the E. Atterbury Prisoner of War Camp sounds of a dog disturb the sound of the 1. The Chapel in the Meadow F. The Camp Since World War II wind blowing through the empty build- 1. Units Trained and Departed, Inactivate, or Released ings. A war has hit this place. This is 2. The Army Reserve of Camp Atterbury Camp Atterbury on March 25, 1942. a. The Ceremonial Unit at Camp Atterbury (The Atterbury Files) b. New Construction at Atterbury 3. Air National Guard at Camp Atterbury 4. Atterbury State Fish and Wildlife Area File They followed with a history of the a. Current Fish and Wildlife Use Italian and German prisoners of war b. The Quartermaster housed at the camp and the history of 5. Johnson County Park and Recreation Area the camp since World War II. 6. The Atterbury Job Corps 7. The 1972 Atterbury Campvention 8. Superior Training for Semi-Drivers and Heavy Equipment Operators Atterbury Prisoner of War Camp II. Science Cindy Morris, Grade 8 A. Getting Lost in Atterbury 1. The Lakes, Streams, and Marshes of Atterbury The prisoner of war compound at 2. Trees at Atterbury Camp At t e r b u ry cove red 45 acres in the B. Ecological Relationships in Camp Atterbury 1. The White Tail Deer of Atterbury e x t reme western edge of Camp At t e r b u ry, 2. Beavers at Atterbury about one mile from the regular tro o p 3. Birds of Atterbury q u a rt e r. The campus, built to house 3,000 4. Summaries of Studies Done at Atterbury prisoners at one time, was enclosed with g u a rd towers on all four corners in the Figure 1. Atterbury Files Topical Outline alley between the fences. The principal compound, which functioned from Ma y 1943 to June 1946, was equipped ve ry

GIFTED CHILD TODAY 31 The Atterbury Files similarly to the American The fourth edition came soldier faculties. (T h e out in 1987. In 1999, At t e r b u ry Fi l e s) with 10,000 copies in print, the title changed to After the Ko re a n The Atterbury Files: The Wa r, the camp was Next Ge n e ra t i o n. Wi t h decommissioned and the the new chapters students land was reused by a vari- have added to this fifth ety of state and local gov- edition, the book now ernmental agencies. In a runs 540 pages. series of science essays, the students described Implications the land, animals, and plants. of the Project

Atterbury State Fish Since 1976, talented and Wildlife Area File middle schools students Visiting the motor pool is one of the favorite activities h a ve studied Camp Analicia Pianca, of these young learners. Grade 8 Atterbury as an extracur- ricular educational activ- After the book was published, the A few miles south of lie i t y. A group of seventh- and students spoke to civic groups and 5,800 acres of peace and relaxation that eighth-grade middle school students teachers about their project. The book comprise the At t e r b u ry State Fish and researched and wrote a history of a mili- was used as a primer to help students Wildlife Area. This area is bound to tary base that opened at the beginning of p re v i ew what they would see before become well known with its ideal central World War II and closed after the going to the camp. Students at Indiana location and nearness to Indianapolis, the Ko rean Wa r. The students attended University and Franklin College used largest city in Indiana. The At t e r b u r y school less than 20 miles from Camp State Fish and Wildlife Area, which is the book as a model for student research Atterbury, which is located in a rural located south of State Highway 252 and projects in methods classes. The stu- area of Indiana south of Indianapolis n o r th of Hospital Road in Camp dents of the Linton-Stockton School near the small town of Edinburgh. The At t e r b u r y, is the 15th fish and wildlife Corporation in Linton, IN, used The students documented the history of this a rea to be developed by the Division of Atterbury Files as the model for The Coal area as an extracurricular project grow- Fish and Game. (The At t e r b u ry Fi l e s) Project, their publication about the local ing from interdisciplinary science and history of the coal mines. Students were social studies field trips to the area with In 1983, The Atterbury Files was invited to the state Senate, where a the purpose of preserving the history of printed. The local newspapers carried proclamation was passed and read in the past. Students conducted research results of the project, and the local Wal- their honor and the students were intro- for their book through oral history inter- Mart, bookstores, and banks sold copies duced on the floor of the House of views with members of the local com- of the book, and students mailed copies Representatives. There was a reception munity and by examining local records. a round the world. Wo rd of mouth in their honor with a book signing. They wrote during their free time, in helped to sell the book, and the first The community interest in the pro- study halls, at lunch, before and after printing was sold out in the first week of ject has resulted in the camp’s taking on school, and occasionally when they got January. In March and November of a variety of local history projects. The release time from science or social stud- 1983, two more printings were made post restored the Italian POW chapel ies classes. and these sold out, too. With each new and established a museum, monument, The enormous collection of stu- edition of the book, the students made and static equipment exhibit. The dent-researched and -written essays on small corrections. Appreciative veterans county historical society set up an the history of Camp Atterbury provides of World War II and the exhibit on the camp in their museum. readers with a view of nearly a century of have sent multiple letters to the students The county library got copies of the oral h i s t o r y starting from agrarian land, that now fill two file cabinets. history tapes and the school kept a copy. through war years, describing the dis-

32 SUMMER 2004 • VOL. 27, NO. 3 mantling of the army post, and includ- personnel, community members, and community through both critical and ing its present uses. In the introduction other students. Students found this pro- compassionate lenses. Since these con- to the most recent edition of T h e ject important for a number of reasons flicting views are sometimes held at the Atterbury Files, the editors state, “The that support service learning and same time, gifted students need help dis- goal of The Atterbury Files (1999) is for authentic assessment. Students had cerning and clarifying their insights. students, ages 12 to 14, to ‘take on’ more power over their learning because they They can use service learning to get more responsibility for their own education by were equal partners in the creation of a experience in their community and p re s e r ving and sharing some of the meaningful product. They had control deepen their connections with segments interesting story before it is all lost for- over the project, and they exercised that of the community they may not have ye t e ver (Custer Baker Middle School, editorial control to produce the best e n c o u n t e red. Then, they can use their 1999, p. ix).” work possible. The results led to honor academic abilities, cre a t i v i t y, and task Students did capture memories of by their teachers, peers, families, and the commitment with re f l e c t i ve inquiry to local residents in the book and success- community. All of these people had make decisions about the state of their fully told the story of the army base. The granted them the power to take risks on c o m m u n i t y. role of the students in this project gave this project and celebrated with them In an era of standards when govern- them many opportunities. “While eva l u- when they achieved success. ment and educational institutions focus ating and organizing the materials, ratio- When gifted students face a chal- primarily on the minimum standards, nal decisions had to be made. So m e lenge, they demonstrate that they possess these students worked to surpass the decisions we re made by the individuals; task commitment, cre a t i v i t y, and acade- minimum with a community project others we re made by groups of va r i o u s mic ability. They exhibit these qualities that involved writing, historical research, s i zes . These problem-solving decisions in their desire to find connections and and science. Their after-school efforts we re based on accurate, usable re c o rd s community (Gross, 1999; How l e y, exceeded the expectations of the com- s h a red by the gro u p” (Custer Ba k e r Harmon, & Lopold, 1996; Si l ve r m a n , munity as they worked through their Middle School, 1999, p. x). De c i s i o n - 1999). Their interests in establishing lunch period to interview guests and making experiences found students with their place in the world coincides with spent hours sorting through historical multiple and ve r y real problems to solve h ow they understand and interpret their society, library, and newspaper records. in bringing the book to The students maintained completion and mark e t- all of their regular classes ing it. In the re s e a rch and and kept up with their writing processes, the stu- c o u r s e w o rk while pro- dents made adult re a l - ducing a book of interest world decisions. And, not and marketability. only did they make deci- Extracurricular pro- sions, but they held grams can be exc e l l e n t p ower over the pro j e c t s ways to meet the needs of and re c o rded the past in gifted students to learn in their community. The depth accelerated or p roduction of the first enrichment information. edition took one and a Libraries, museums, or half years; it has sold historical society mem- m o re than 10,000 copies. bers sponsor many The students pro- extracurricular programs, vided a service to their but other programs have community by pre s e rv- school connections. The ing and disseminating variety of extracurricular the stories, which were in activities for students danger of extinction. provide student choice in Through this project the Holly and Chris autograph books for those attending the the events in which they students had experiences “kick-off” celebration. p a r ticipate and student w o rking with military power in determining the

GIFTED CHILD TODAY 33 The Atterbury Files direction and organization of the sibility for their actions and educa- g roup (Morris, 1997, 2000, in tion. An inquiry project that benefits press). Furthermore, many extracur- the community could, of course, ricular activities provide students combine both inquiry and serv i c e - with experiences in learning about learning methodologies. Re s e a rc h e r s social studies, civics, and democracy (Claus & Ogden, 1999; Wade, that they would not normally 1997a) have described the civic pur- receive in the classroom. pose of service learning in social stud- The Atterbury Files project is ies and democratic education. In i m p o rtant for teachers because it drew s e rvice learning, students identify a upon elements of inquiry. The stu- real need and take action to pro d u c e dents did re s e a rch and writing when a good or service that is of benefit to they compiled the history of their others while also supporting their community and used the local academic curriculum. Se r vice learn- re s o u rces to interpret this place and its ing may add to the community mate- context in world events. The pro d u c t rially and may help to develop a sense they created had to stand inspection of civic efficacy in students. St u d e n t s b e f o re the members of the commu- learn more about local, state, nity (Wiggins, 1996; Wigginton, national, and world history while cre- 1986), and it provided evidence of ating a product of great interest to the what the students could do that would community members. equate to real-life and real-world tasks. The At t e r b u r y Fi l e s re m a i n s Community and peer scrutiny of i m p o rtant for the field of social stud- Jacob Goode and Chris Rynerson take materials produced is key in the eva l u- time to compare their size to the life- ies because it provides a model pro- ation of this type of project. St u d e n t s size statue at Camp Atterbury. ject that is still of interest to the may evaluate their own work based on c o m m u n i t y. The continued intere s t s t a n d a rds they set for themselves. All in the classroom, the school, or the in the publication over time is a tes- of the participants from the project experi- extended community. tament to the efforts of the students and enced close scrutiny by the people who Students perform service learning their teacher sponsors. The At t e r b u ry Fi l e s re m e m b e red living through the historical when they take the academic content they p rovides an excellent example of an period cove red in the pro j e c t . would normally learn in school and com- i n q u i ry project for middle school stu- Many educators in social studies edu- bine it with performing a real service for a dents. Students owned the project; no one cation discuss the merits of inquiry. When person or persons in the community who k n ew the answer when they started; they educators (Azbell, 1977; Dewe y, 1998; made decisions throughout the pro j e c t ; need that service. When students deter- Griffin, 1992) talk about inquiry, they thinking skills we re used at multiple mine the service, select a problem to refer to students defining and owning a points; and students produced a tangible a d d ress, determine which content to use, p roblem, using thinking skills to make p roduct at the conclusion that they we re or discern that they should use serv i c e decisions, taking action to solve a pro b l e m , able to evaluate. This project is also useful and allowing students to evaluate their learning, they must use inquiry to re a c h because, in re t rospect, the effects can be solutions. While teachers can guide stu- that decision. Students engage in selecting m o re clearly seen than when it was in dents to inquiry, at some point the student the problem, tie it to academic content, p ro g ress or when it had recently been must own the problem. The purpose of and engage in stru c t u red reflection about completed. Students who endeavor to i n q u i r y in the social studies classroom is to the project (Billig, 2002; Wade, 1997b; write a book must conquer oral history p re p a re citizens for dealing with the pro b- Wi n i a rcyk & Long, 1996). For serv i c e and local re s e a rch skills in addition to lems of a democratic society. St u d e n t s learning to be imposed without student mastering basic language arts skills. They examine civic problems and offer solutions input and decision making would rob stu- must then merge those skills with ru d i- or examine social science content to find dents of their ability to find meaning and m e n t a ry historiography. As one student p roblems within the scope and content of p ower in service learning; it would be just put it, “It gets harder and harder as we go the discipline. Students do all of this in the another method imposed upon them by along . . . We have only scratched the sur- context of the community—whether it is adults, rather than students taking re s p o n- f a c e” (Jim). Such a book must be com-

34 SUMMER 2004 • VOL. 27, NO. 3 pelling and interesting to both the stu- Custer Baker Middle School. (1999). Curriculum standards for social stud- dents and the re a d e r. Students practiced The Atterbury files: The next genera- ies. Washington, DC: Author. i n q u i ry where they held power over the tion. Franklin, IN: Author. Ross, S. D. (2002). Silenced students: p roject. It was theirs, it belonged to them, Claus, J., & Ogden, C. (Eds.). (1999). The uncertain but extensive power and they found it meaningful (He f n e r, Service learning for youth empower- of school officials to control student 1988; Thaye r - Bacon & Bacon, 1998). If ment and social change. : e x p ression. Jo u r nalism and Ma s s the students are not interested, they will Lang. Communication Quarterly, 79, 172– n e ver complete the project; if the re a d e r s Dewe y, J. (1988). How we think. 187. a re not interested, they will never finish Boston: Houghton Mifflin. Shumer, R. (1997). What research tells reading the book. This democratic ethic Griffin, A. (1992). Alan F. Griffin on us about designing service learning of student control is in opposition to the re f l e c t i ve teaching: A philosophical programs. NASSP Bulletin, 81(591), t o p - d own mandates of standards and approach to the subject-matter prepa- 18–24. c o m p u l s o ry learning (Bosmajian, 1989; ration of teachers of history. Silverman, L. K. (1998). Through the Ko p e n h a ver & Click, 2001; Ross, 2002). Washington, DC: National Council lens of giftedness. Roeper Review, 20, Gifted students use the freedom of for the Social Studies. 204–10. i n q u i ry to exceed the narrow confines of Gross, M. U. M. (1999). Small pop- Thayer-Bacon, B. J., with Bacon, C. S. minimum standards as seen in some class- pies: Highly gifted children in the (1998). Philosophy applied to educa- room settings. early years. Roeper Re v i e w, 21, tion: Nurturing a democratic commu- This project was important for the 2 0 7 – 2 1 4 . nity in the classroom. Upper Saddle community because it pre s e rved and dis- Hefner, K. (1988). The evolution of River, NJ: Merrill. seminated its history. The students met a youth empowerment at a yo u t h Wade, R. C. (Ed.). (1997a). Community need for the community that the commu- n e w s p a p e r. Social Po l i c y, 19( 1 ) , service-learning: A guide to including nity had not re c o g n i zed nor filled. When 21–24. service in the public school curricu- students filled this need, they used the Ko p e n h a ve r, L. L., & Click, J. W. l u m . Albany: State Un i ver sity of e x p e rtise of community historical gro u p s , (2001). High school newspapers still New York. listened to its mature citizens, and work e d c e n s o red thirty years after Ti n k e r. Wade, R. C. (1997b). Community ser- to organize material that had not been Jo u rnalism & Mass Communication vice learning and the social studies e x p l o red. In an area that lacks pro f e s s i o n a l Qu a rt e rl y, 78, 321–339. curriculum: Challenges to effective historians, students contributed their best Morris, R. V. (1997). The In d i a n a practice. Social Studies Journal, 88, e f f o rts to the community, and the com- Junior Historical Society 1960– 197–202. munity had an opportunity to see yo u n g 1970: A crucible of democratic Wiggins, G. (1996). Anchoring assess- people at their most altruistic. It was and reform. OAH Magazine of History, ment with exemplars: Why students is good to know that they could and can 11(4), 51–54. and teachers need models. Gifted stand as examples of future democratic Morris, R. V. (2000). A retrospective Child Quarterly, 40, 66–69. c i t i zens. examination of the Clio Club: An Wigginton, E. (1986). 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