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Social Studies and the Young Learner 19 (3), pp. –11 ©200 National Council for the Social Studies DeKalb County, Illinois: A Local History Project for Second Graders Danielle Bell and Mary Beth Henning Allie’s group of second grade stu- dents was mulling over a complicated book with a lot of text and no pictures. “Here’s something about Isaac Ellwood’s family!” she said excitedly to her group members. “It says he and his brother opened a hardware shop.” The second graders paused in their research and quickly added this new fact to their note cards. A week earlier, I (D.B.) had been skep- tical that second graders could handle the responsibility of using primary and secondary sources to research signifi- cant historical figures in the history of our county, DeKalb, Illinois. Now, as I watched students actually doing the work, I shared their enthusiasm. When kids are motivated, they can do just about anything! This “complicated book” was The Barbed Wire Saga1 written by a local historian, Steve Bigolin. Earlier in the week, I had obtained this book from the local public library. Though we had dis- cussed how to use an index when using such a book, I prepared in advance by tabbing the most relevant pages and pas- sages for the students. A preservice teacher was leaning over the book, helping the children struggle through the difficult reading to discover this information about the Ellwood fam- ily and their livelihood. agricultural community, DeKalb has a town Chicago. Barbed wire was invented history that offers a rich opportunity here. Students of pop culture know it as A Context for Inquiry for learning. DeKalb County, home to the hometown to fashion model Cindy DeKalb has been described as “an urban Northern Illinois University, is a little Crawford. It was within this context that community in a rural setting.” A largely more than an hour’s drive from down- I set out to motivate students by using January/February 2007 7 inquiry, technology, and different learn- ing modalities to study local history. To pique student interest, I introduced the unit by projecting images of several pivotal characters from DeKalb’s past. While the “Barbed Wire Rag”2 played in the background, I told the students briefly about some of the founders of our community. Then I posed the question for inquiry, “Who is the most important person in DeKalb County history, and why?” This question led to a discussion about how we learn about people from the past. How do we know about their lives and what they did? Often, we learn about people in the past through their own words as in the case of autobiographies, primary source documents, or from people who knew them. If we are lucky, there might be a Historical Notables newspaper article or a biography that we can refer to. After defining what a Joseph Glidden often was referred to as “the grand old man of DeKalb County.” He biography was, I posed some additional was the largest contributor to the DeKalb churches, gave money for the DeKalb Public questions: Why would someone want to Hospital, and became the publisher of the DeKalb Chronicle. He also served as sheriff write a book about someone else’s life? of DeKalb County and was a town supervisor. Like both Ellwood and Haish, he was a Why is it important to know about the capitalist and invented a type of barbed wire. Glidden’s barbed wire would eventually people of the past? become the standard and more widely utilized type after he had perfected it. Sitting a circle on the floor, the stu- —Northern Illinois University dents brainstormed a list of qualities (www3.niu.edu/historicalbuildings/dekalb_context.htm) that makes a person important. Some of John Altgeld specialized in the buying and selling of real estate. One of his most the children’s responses, which I wrote successful ventures was the purchase of the sixteen-story Unity Block in Chicago. onto a poster, included: Despite his wealth, Altgeld developed a strong sympathy for the plight of the poor. “Important people do something good He became involved in politics and, with the support of the Democrats and the for others or for a community.” United Labor Party, Altgeld was elected governor of Illinois in 1892. “They are models of good Once in power, Altgeld embarked on an ambitious program of social reform, which character.” included attempts to prohibit child labour and the inspection of factories. “They invent something useful.” —Spartacus Educational, UK “They accomplish something new.” (www.spartacus.schoolnet.co.uk/USAaltgeld.htm) “They participate in government.” “They work for change.” When livestock encountered barbed wire for the first time, it was usually a pain- ful experience. The injuries provided sufficient reason for the public to protest its The Assignment use. Religious groups called it “the work of the devil,” or “The Devil’s Rope” and Next, I gave students the assignment: demanded removal. In small cooperative groups, create a Free range grazers became alarmed that the economical new barrier would PowerPoint presentation about one mean the end of their livelihood. Trail drivers were concerned their herds would historical figure from DeKalb’s past. be blocked from the Kansas markets by settler fences. Barbed wire fence develop- I explained that I would help students ment stalled. review primary and secondary sources, With landowners building fences to protect crops and livestock, and those opposed including books, local publications, fighting to keep their independence, violence occurred. Laws were finally passed videos, internet sites, and things that we making wire cutting a felony. After many deaths, and uncountable financial losses, might encounter on field trips Figure( the Fence Cutter Wars ended. 1). The students largely depended on —The Devil’s Rope Museum, books, on-line digital archives, and one www.barbwiremuseum.com/barbedwirehistory.htm resource written for third graders by a 8 Social Studies and the Young Learner teacher in the district. Books filled with small groups. Each group was provided Figure 1. Books and Videos about the historical photographs and pictures with one laptop computer, and students Local History of DeKalb, IL found on-line were the students’ favor- took turns using the computer, typing, ite resources. Having two preservice and proofreading. Equal opportunities Books teachers assigned to the classroom was were provided for each student to type, Bigolin, S. J. “A Journey through tremendously beneficial in helping the locate, insert images, and enhance the DeKalb County.” Daily Chronicle, children manage difficult reading. final presentations. DeKalb, IL, 2001. For the students, I defined a “primary The project took place over the _____, The Barbed Wire Saga. DeKalb, source” as something written or pro- course of three weeks, spending about IL: Gurler Heritage Association, 1983. duced in the time period students are three hours each week to research, Daily Chronicle and the Midweek, investigating. These materials include plan, compose, and give the presenta- Looking Back: Historic Images of letters, speeches, diary entries, news- tions. The initial introduction lasted DeKalb County. DeKalb, IL: Pediment paper articles, oral history interviews, about 60 minutes. Students spent four Publishing, 2002. documents, photographs, artifacts, or days researching their historical fig- anything else that provides first-hand ure. Several teacher-led discussions Davy, H. W. From Oxen to Jets: A History of DeKalb County, 1835-1963. Dixon, IL: 3 accounts about a person or event.” were spread throughout the weeks (on DeKalb County Board of Supervisors, topics such as how to read resources, 1963. Analyzing Text make note cards, use PowerPoint, and I discussed and modeled some of the pro- give an oral presentation). Three days Hare, M., D. Oberg, and D. Langford. “Past Meets Present: People and cedures for collecting and interpreting were devoted to developing presenta- Places in Old DeKalb; Walking Tours information. Using a book I had selected tions, and an hour was devoted to giving for Children and Adults.” DeKalb, IL: ahead of time, I displayed a passage that final presentations. The students had to Northern Illinois Printing Services, offered highlights of Henry Gurler’s life. apply their knowledge of PowerPoint to 1998. We read the passage together, paused complete visual biographies.4 Earlier in when we found relevant information, the year, the second graders completed Video and added that information to the another project in which they conducted Chown, J. (Director). DeKalb Stories: appropriate note cards. research and created a PowerPoint pre- A Collection of Short Films about How a Small Town had a Big Impact on We also followed a similar procedure sentation, so they were familiar with the American History [Motion picture]. when accessing some of the more non- program. In their final presentations, DeKalb: IL: Northern Illinois University traditional resources such as Internet students talked about their historical Department of Communication sites. Using an LCD projector, I briefly figures while the PowerPoint show pro- (Producers), 2001. showed students how to initiate a search, vided images and music. Barbed Wire Pioneers: Inventing a look for headings, and check to be sure Community [Motion picture]. DeKalb, that the websites were applicable to their Reaching All Learners IL: Northern Illinois University own research. For example, if students I strove to address a variety of learn- Media Services and Department of deviated from the websites suggested ing styles (visual, auditory, tactual, and Communication (Producers), 1998. by me, they might find websites about kinesthetic) so as to engage every stu- Websites DeKalb, Georgia, rather than DeKalb, dent. For all of the students, I provided www.dekalbcounty-il.com/history.shtml www.ellwoodhouse.org/ Illinois. They needed to be critical several books, some with photographs, www.bios.niu.edu/heritage/ thinkers to check the appropriateness as well as two videos.

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