Presentation is loading. Please wait.

Presentation is loading. Please wait.

What Are the Benefits of Learning about Community History? Students leave campus and engage with the surrounding town. Cemetery, courthouse, and local.

Similar presentations

Presentation on theme: "What Are the Benefits of Learning about Community History? Students leave campus and engage with the surrounding town. Cemetery, courthouse, and local."— Presentation transcript:

1 What Are the Benefits of Learning about Community History? Students leave campus and engage with the surrounding town. Cemetery, courthouse, and local museums provide undergrads with hands-on learning opportunities. Undergraduates gain a new perspective on their “college town” while helping youngsters study the past. THE COMMUNITY BECOMES A LABORATORY FOR LEARNING

2 What Are the Benefits of Collaboration? University students conduct an original research project into the history of the Durham community and then share their new knowledge with their eighth-grade partners. Undergraduates learn about present- day Durham through conversations with their eighth-grade teammates. University students help teach important technology skills to their eighth–grade partners.

3 What Are the Benefits of Collaboration? Middle-school students enjoy working with college students who serve as role models. Middle-school students gain vital hands-on experience using technology to research the past. Social studies teacher observes improved attendance on “`Digital Durham’ Days.”

4 What Do Undergraduates Learn? How the history of Durham connects to the larger history of the post-Civil War South. How historians utilize primary sources, secondary works and technology to write their interpretations of the past. How to share knowledge effectively with others...

5 Authentic Learning: Technology Enables the Sharing of New Knowledge with the Community Theresa Mohin (Class of 2007) explores the experience of African American women in the post-Civil War era through primary research and through conversation with Durham resident, Gwen Phillips. Listen to Audio Clip...

6 What Do Eighth Graders Learn? How nineteenth-century residents experience industrialization. How historians use primary sources, digitized materials, and tools like census databases to research the history of a community. How to use technology to study the past.

7 Example Middle School Project Creating a Durham History Museum Objectives: In this project you will become familiar with Durham of the late 1800s. You will also explore the “Digital Durham” database on the Internet. Using primary source information, you will develop a general idea of what life was like for a teenager living during this time. Description of Project: Dr. Abel’s class will meet with you every Friday and you will investigate the topic with your group. All groups will create a plan for an exhibit in an historical museum for Durham residents. You will present this to the class as an opening of the museum. This will include the production of a 3-piece folded poster board that answers the question: “ What was _(your topic)_ like in early Durham?” It must meet the following criteria: -a clear explanation of the topic and primary sources utilized -at least 2-3 primary source visuals that characterize the theme of the topic -general statements and assumptions that can be made about Durham in the “New South” -an oral presentation of the display Grading: This project will be graded on the idea that if a person were to view it without a guided tour or presentation he or she would be able to understand this aspect of the history of Durham. It will also be graded on : -Visual appeal ( graphics, pictures, maps, models, etc.) -meets criteria above -Quality of the Content and material utilized -Understanding and clarity of the information -Creativity and appeal of presentation

8 Replicating the Digital Durham Community Learning Model Build stakeholder support to define program objectives Illustrate desired outcomes with Digital Durham prototype ! Establish formal partnerships Local government, libraries, teachers, universities, museums, school leaders, IT/IM advisors Begin research to build a multi-media community archive Consult with IT/IM professionals about data structure & software Extend partnerships & add sponsors to fund program Work with teachers to develop lesson plans & objectives Design & build digital archive with IT/IM professionals Construct and test easy-to-use prototype multimedia web site Add multimedia archive & lesson plans--and test web site again Add links to community resources Teacher training & feedback Final test of entire system Public launch with partners & sponsors Written report about progress to achieve program objectives during first year Focus report for all stakeholders, sponsors, and community



11 Library of Congress Subject Heading Search


13 Child Labor During the Industrial Era Photos by Lewis HineLetter found on Digital Durham


15 North Carolina Legislation: A Case Study As early as 1891, North Carolina legislation regulating the work of laborers made specific mention of children. Mill owners voluntarily agreed to limit labor in the mills as follows: 1. A work week was not to exceed sixty-six hours, 2. Children under ten years would not be permitted to work in the mills under any circumstances. 3. No child under twelve years old would be permitted to work in mills during the term of an available school. Those under twelve could work if their parents were widowed or disabled. 1903: Acts passed to regulate employment of children in manufacturing establishments and to prohibit labor of children under twelve years of age. A bill to induce better attendance of children in the public schools was Ordered printed along with a bill for regulation of child labor. 1905: The General Assembly did enact legislation stating that no child under twelve years should work in any factory or manufacturing business. A proviso set 1907 as the year in which no child between twelve and thirteen was to be employed in a factory except as an apprentice. 1907 also was set as the year in which no boy or girl under fourteen could work in a factory – between the hours of eight p.m. and five a.m. 1905: Legislation also made it a misdemeanor for parents -- who hired out their children to factories – to misstate written certification as to the school attendance of the child. In 1908, amendments to this legislation required that the certification of school attendance demonstrate that the child had attended school four months in the preceding twelve months. 1907: North Carolina legislature passes an act regulating child labor in manufacturing and to regulate hours of labor. Additional bills are introduced in reference to manufacturing, child labor in messenger services and in factories are introduced with varying results between 1907 and 1919.




19 Students can search population census for Durham Township in 1880 by a number of different fields including name, age, “color,” sex, and occupation. In this example, students search for youngsters who would have been of school age in 1880.

20 The Search Results Page




24 Value of Extensive Institutional Support Funding Center for Instructional Technology Vice Provost for Undergraduate Education Community Affairs History Department Office of Service Learning External Support NC ECHO Grant from the State Library of North Carolina North Carolina Humanities Council In-kind Support Master of Arts in Liberal Studies Center for Instructional Technology Rare Book, Manuscript, and Special Collections Library


26 Five Points Tobacco Warehouses 1884 Planing Mill 1884 Tobacco Manufacturing 1884 American Tobacco Campus 2008 Carolina Theatre 2008 YMCA 2008

27 Trudi Abel, Ph.D. Director, Digital Durham Project Duke University

Download ppt "What Are the Benefits of Learning about Community History? Students leave campus and engage with the surrounding town. Cemetery, courthouse, and local."

Similar presentations

Ads by Google