Social Studies and the Young Learner 19 (3), pp. –11 ©2007 National Council for the Social Studies DeKalb County, : 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 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  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 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

 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. The photos and dig.lib.niu.edu/dekalb/ www.barbwiremuseum.com/index.htm of their sources. video were especially helpful to students Not only was technology a motiva- who learn more visually. tor for this project, it was also essential The videos, which were produced to complete the assignment. Students locally through Northern Illinois used laptop computers to research their University, were Barbed Wire Pioneers: chosen historical subject at pre-selected Inventing a Community and DeKalb websites (Figure 2). I provided recom- Stories: A Collection of Short Films mended websites for the students, and about How a Small Town had a Big they used their technology skills to Impact on American History. These navigate through the sites to find rel- productions also appealed to the audi- evant information. Most of the students tory learners who do better when they thrive in a setting where they can use hear as well as see information. The tac- their knowledge of computers. tual and visual learners benefited from Three students were assigned to seven a display of barbed wire brought in by

January/February 2007  a parent. The second graders could then students’ steady enthusiasm and partici- Having children do historical inquiry see and touch some samples of barbed pation in the project indicated to me that meant I had to give up the usual way of wire, including different designs created different learning needs were being met teaching history in which I provide a by three DeKalb businessmen. by this activity. well-organized product (like pages in a The most exciting experience was textbook) and lead students to definitive a field trip to the and The Challenge of Primary Sources answers. While I was encouraged to see Gurler House, two historical homes in Observing the children learning led to how engaged the students were in the DeKalb that are restored and opened to several conclusions about the challenges project, I was anxious about whether the public. Unlike some of the challeng- of this type of local inquiry. The first or not they would arrive at carefully ing books that the students were using, thing I realized was that skilled readers considered conclusions. I knew just these field trips were geared toward sec- had an easier time researching local his- how important these investigative skills ond graders. The kinesthetic learners tory. One problem we ran into was the would be for the students in the future. could walk through the rooms where lack of primary or secondary sources at a After all, the objective of the project was local celebrities lived and relate arti- second grade reading level. Students had not necessarily that students remember facts with the face of a person they were to grapple with some tough texts to find every fact about each person they were researching. We collected brochures the information they needed, with a lot investigating, but that they experiment from the two sites, which students exam- of support from me or from one of the with a variety of sources and synthe- ined back in the classroom. preservice teachers who worked in my size their findings to create their own classroom each day (see the example in opinions. I was encouraged when one Preparing to Present the opening of this article). Without the girl asked if she could research someone Developing the PowerPoint presen- substantial adult support we provided, else once her group was finished with tations appealed to all four learning the students could not have been suc- the current assignment. modalities. Students enjoyed selecting cessful because the reading level was backgrounds, transitions, animation, inappropriate. Thus, I would not try Four Stances Toward the Past and sound effects. Using PowerPoint to do this activity without the requisite This project exemplified what Linda increased the students’ motivation to time and support from adult teacher Levstik and Keith Barton discussed in learn historical facts and build a his- aides. their book Doing History in terms of torical argument, but the media produc- On the other hand, I was glad the stu- four possible approaches to learning tion was secondary to the social studies dents had the opportunity to wrestle about the past.8 content studied. The most challenging with the usefulness (or lack thereof) First, the kids made connections aspect of the presentation was preparing of certain sources as they conducted from themselves to the past in the iden- notes (Figure 3) for what they would say research. Because they weren’t spoon tification stance. Though no student as the images were being projected. Some fed all the facts, their experience was in my class could personally relate groups did better than others in present- more authentic and akin to what they to the invention of barbed wire, the ing their visual biographies. Though might experience in the future as they students were able to make other con- there were no scripts, students were investigate other historical topics of nections when they saw an old house encouraged to elaborate on their bul- interest. constructed by one of the people we leted points. Some students rose to the I was careful to support this diffi- researched, or when they realized that occasion while others stuck closely to cult challenge with some readings that Northern Illinois University was pro- the exact text on their slides. Addressing were at the students’ grade level. My viding the pre-service teachers whom these different learning styles also experiences supported the findings of they adored. accommodated the practical, analytical, Marie Clay, who suggests students need Second, the inquiry question (Who and creative learners in my classroom. to read books that are at their level of was most important to DeKalb his- As Yale psychologist Robert Sternberg reading proficiency or that can be read tory?) at its core involved the students maintains in his Triarchic Theory of with minimal support offered through taking about what they learned of these Intelligence, students learn best when small group instruction.6 When a child historical figures and assuming a moral these three aspects are addressed.5 could not read one of the local history response about their character. The sec- Practically, students had to apply their sources independently, frustration ond graders had to decide whether the knowledge of text features and websites would sometimes ensue. The Reading person they researched was a “good” or to navigate through on-line materials. A-Z website suggests, “A book should “great” person based on their contribu- Analytically, students critiqued mate- be easy enough to develop a student’s tion and impact on society. rials for their usefulness or validity. confidence and facilitate understand- Third, an analytical perspective came Creativity came into play when students ing, but difficult enough to challenge into play when students discussed the constructed their presentations. The without frustrating.”7 effects that manufactured barbed wire

10 Social Studies and the Young Learner Figure 2. Websites about DeKalb County Historical Figures Figure 3. Notecards for Student Research

DeKalb Founders Annie Glidden Birth Place and Date Baron Johann De Kalb www.gliddenhomestead.org/Annie.htm www.ushistory.org/valleyforge/served/ Family Information dekalb.html Northern Illinois University www.co.dekalb.ga.us/history.htm Governor John Altgeld Education www.cr.nps.gov/museum/exhibits/ www.spartacus.schoolnet.co.uk/ Accomplishments/ revwar/image_gal/indeimg/dekalb.html USAaltgeld.htm Contribution to Society www.geocities.com/wernerhbaur/altgeld- Works Cited Russell Huntley chronoweb1.htm www3.niu.edu/historicalbuildings/ www.findagrave.com/cgi-bin/ prehistory_dekalb.htm#Huntley fg.cgi?page=gr&GRid=6420

Inventors of Barbed Wire Clinton Rosette Jacob Haish www3.niu.edu/historicalbuildings/ www.barbwiremuseum.com/barbedwire- dekalb_context.htm#rosette history.htm www.niu.edu/virtualtour/traditions/21. Inspiration html While researching local history can be Isaac Ellwood a challenge due to lack of available or www.antiquebarbedwiresociety.com/ Native American Leaders inventors_ellwood.html Chief Black Hawk appropriate resources, it can also be www3.niu.edu/historicalbuildings/ www.dekalbcounty-il.com/shabbona. relevant and rewarding. In this case, dekalb_context.htm html inquiry, technology, and the different www.campsilos.org/mod3/teachers/ Joseph Glidden r1.shtml activities were motivating, and the stu- www.spartacus.schoolnet.co.uk/ dents were left wanting more. Though WWglidden.htm Chief Shabbona the children never arrived at a class www.answers.com/topic/joseph-glidden www.newton.dep.anl.gov/natbltn/700- 799/nb748.htm consensus as they attempted to answer Farmers www3.niu.edu/historicalbuildings/ the inquiry question, they did learn how Henry and George Gurler leaders_shabbona.htm to use primary and secondary sources, www.bios.niu.edu/gurler/hbgurler.htm apply their technological skills, and work cooperatively as a community of learners. These experiences show that had on Western expansion (the vast “Accomplishments and Contributions to even seven and eight year olds can use prairies were quickly and inexpensively Society” in Figure 3). The students sup- the tools of historians and be inspired to divided and “tamed” with this inven- ported their answers with valid reasons. pursue future social studies inquiry. tion). In the process, students also ana- When I “accepted” all nominations as Notes lyzed resources to find relevant infor- important people, there was definitely 1. Stephen J. Bigolin, The Barbed Wire Saga. (DeKalb: mation for their presentations. some discomfort in the room. “Who Gurler Heritage Association, 1983). 2. “The Barbed Wire Rag” audio recording performed Finally, students participated in an was THE most important?” the students by Tara L. Dirst (New York: Jerome H. Remick, exhibition of facts in their presenta- wanted to know. Some students suggested 1910), www.dig.lib. niu.edu/dekalb/video.html. tions and discussions. Another second that I take a vote to see who really was the 3. National History Day, Contest Rule Book, www. ushistory.org/ nhdphilly/rules/index.htm. grade class was invited in to hear my most important. Instead, we pursued the 4. Second graders’ PowerPoint biographies of DeKalb’s students’ presentations. Each of my conversation further: Could they all be historic figures may be viewed on their teacher’s students spoke for part of the presen- important for different reasons? Might website at dist428.org/ wright/classrm/bell/home. html tation, providing students practice in there be other people who were really 5. Sternberg’s Triarchic Theory of Intelligence is sum- public speaking. They were evaluated important who weren’t even considered marized at tip.psychology.org/stern.html. on their presentation, the historical con- in the context of this project? What about 6. Marie M. Clay, Becoming Literate: The Construction of Inner Control (Portsmouth, NH: Heinemann, tent of their report, the appearance of underrepresented groups of people such 1991). the PowerPoint presentation, and group as women, children, and people from 7. “Reading A-Z,” www.reading a-z.com/about_us/ participation. non-European countries? What about index.html 8. Linda S. Levstik, and Keith C. Barton, Doing History: the Native Americans who inhabited this Investigating with Children in Elementary and An Open Question space before immigrants arrived? Middle Schools (Mahwah, NJ: Lawrence Erlbaum The local history project concluded Since my intention was to foster Associates, 2005). when we revisited the inquiry question, inquiry, leaving the question open for Danielle Bell is a second grade teacher at “Who was the most important person in further debate was a desirable outcome. Wright Elementary School in DeKalb, Illinois. DeKalb County history, and why?” As I The bell rang for lunch and the class was Mary Beth Henning is an assistant professor expected, each group felt the person that dismissed feeling a little unsettled and in the Department of Teaching and Learning at it had researched was most important (see still thinking about the question. Northern Illinois University in DeKalb.

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