The Benwood Foundation/ETHS Community History Classroom project
Community History Classroom
A Benwood Foundation Grant Project of The East Tennessee Historical Society a) What was accomplished in connection with the project?
As a direct result of Benwood Foundation’s support for the Community History Classroom project, the East Tennessee Historical Society (ETHS) was able to establish meaningful relationships with school systems in Scott, Campbell, Monroe, and Polk counties, four underserved communities where the society previously had little contact. Although one teacher served as the contact person in each of these counties, the relationship extended much further and included other teachers, curriculum supervisors, principals, students, and parents. The project also inspired teachers to move beyond the textbook and equip their students to make a local, family, and personal connection to their study of Tennessee and American history. This overall objective has guided the project and produced an unmistakable enthusiasm among these teachers to utilize non-traditional instruction. Teachers were provided with resources that would otherwise have been unavailable. In some instances they received new technology or logistical support for field trips, at other times they received classroom presentations from professionals identified by ETHS, or historical and genealogical source materials that will remain in their classrooms for years to come. The most rewarding accomplishment was the excitement demonstrated by the students. They developed a genuine enthusiasm for discovering their community and family history, and a sense of pride at their own place in that history. The result can only be a deeper appreciation for history in general. Beth Harris, from Rural Vale School in Monroe County, was not the only student to admit that she at first expected the project to be boring because she did not like history. But invariably, the students reversed this attitude as they moved into the project and discovered new and surprising information about their own family, and about their family’s place in their community. As Beth said, "I had a really fun time doing this project!" Another accomplishment occurred as students interacted with family members, in some instances for the first time. They gained a different appreciation for parents, grandparents, aunts, and uncles during extended and meaningful discussions. For example, Whitney Snider, also of Rural Vale, said that she liked the project not only because she learned new things about her family, but also because she was able to spend more time with them. The project also enabled ETHS to develop a prototype that can be used in other classrooms. In order to accomplish the overall goal of incorporating local history into the classroom curriculum, it was decided that each teacher should play an active role in visualizing, planning, and implementing the project. ETHS provided overall direction to the project and make recommendations where applicable. ETHS also provided the necessary scholarly support, equipment and other physical resources, training for both students and teachers, and coordinated field trips and classroom presentations by qualified professionals where appropriate. This approach also enabled ETHS to be responsive to other requests within the targeted school systems. In Scott County, for example, ETHS staff provided assistance to high school administrators and teachers in the planning and development of a county museum that the students are building and which will be maintained on the school campus. Students were brought to the ETHS museum for a tour and workshop on museum development and administration. There was also an on-site workshop for teachers and administrators, and books on museum practice were acquired for the project. It is doubtful that ETHS involvement in the museum project would have been so extensive—if, indeed, it had occurred at all—had ETHS staff members not already been actively involved in the school system with the Community History Classroom project. This project has thus allowed ETHS to utilize its strengths to carve out a unique niche in heritage education. Equally important, it allowed ETHS to develop the technical and logistical infrastructure to support this type of program. The society will be able to establish and maintain strong connections with school systems and classrooms throughout East Tennessee. b) What challenges did you face in connection with the project?
Among the challenges that ETHS faced in connection with this project was the lack of any prior relationship with these four school systems. This was addressed by first establishing relationships with the supervisors and principals, who then worked with the society to identify the most qualified teachers for the project. Nor was there any clear definition of what shape the project would eventually assume in each individual county. The challenge was to develop a project that would accomplish the overall objective, yet respect the individual character and history of each community. Ironically, what had initially been perceived as a challenge emerged as an advantage for the project, but it took patience and persistence to let the needs and interests of each classroom emerge, rather than forcing the guidelines of a foreign project into their curriculum. The physical demands of the project presented yet another challenge, involving most of the ETHS staff at one time or another. This was addressed by enlisting the capable services of several dedicated ETHS members and volunteers. Likewise, the distances involved created demands on the staff, requiring travel from Scott County in the north to Polk County in the south. Yet travel is an inherent challenge to any outreach program and, thanks to Benwood Foundation, the funds were available to cover the necessary expenses. c) What were the most important insights gained?
The Community History Classroom project has demonstrated that family history is a very powerful and meaningful tool to engage students in the study of local, state, and American history. Likewise, oral interviews are highly effective in bridging the gap between generations. This is certainly the case within the immediate family, but also holds true with extended family members and others. This was especially important for Josh Whaley, from Jacksboro Middle School in Campbell County, who interviewed his grandfather as a part of this project. The interview revealed details and information that neither Josh nor his parents had ever known about the grandfather and brought them all closer together. Then, unexpectedly, the grandfather passed away less than a month later. There are few examples that provide a better insight into the importance of communicating, recording, and remembering. ETHS has learned through this project that the relationship between the society and East Tennessee History Center is a unique and effective partnership. It provides the opportunity for the society to draw upon the family history resources of the Calvin M. McClung Historical Collection, provide a tangible reference to history in the collections and exhibits of the East Tennessee Historical Society Museum, and utilize the expertise of a network of affiliate organizations and resource people throughout the region. This project has made it abundantly clear that ETHS needs to be actively involved in educational outreach programs throughout East Tennessee. Lisa Oakley, who was appointed curator of education shortly before the project began, has demonstrated not only that the society cannot afford to be without a full-time curator of education, but that she is well-qualified to continue in that position. Her aptitude and abilities will allow ETHS to take an integrated approach to its educational programming. The reports from the Community History Classroom project, for example, proved to be the highlight of the annual Teachers Institute that the society sponsors each summer. Likewise, the enthusiasm generated by the Community History Classroom project will provide momentum for student participation in National History Day competition, a program that the society is presently introducing to East Tennessee. d) What has changed with your organization as a result of this project?
Although there has always been an awareness of the importance of personalizing history, the Community History Classroom project has provided undeniable confirmation. It has now become difficult for the society to visualize a school program that does not include a component to personalize history for the students. The Benwood funding and the opportunity to experiment (and possibly fail) have empowered ETHS to pursue regional outreach aggressively for the first time to schools well beyond our immediate vicinity. The society has changed its logistical perspective and is now quite clear about what is involved in taking its educational programs throughout East Tennessee. Moreover, the success of the Community History Classroom gives the society the confidence and credibility to explore other educational opportunities. ETHS is forming a vision that will direct its programming for years to come, one in which the concept of using family and community history to teach American history is made available to every classroom in East Tennessee.
A Benwood Foundation Grant Project of The East Tennessee Historical Society a) What was accomplished in connection with the project?
As a direct result of Benwood Foundation’s support for the Community History Classroom project, the East Tennessee Historical Society (ETHS) was able to establish meaningful relationships with school systems in Scott, Campbell, Monroe, and Polk counties, four underserved communities where the society previously had little contact. Although one teacher served as the contact person in each of these counties, the relationship extended much further and included other teachers, curriculum supervisors, principals, students, and parents. The project also inspired teachers to move beyond the textbook and equip their students to make a local, family, and personal connection to their study of Tennessee and American history. This overall objective has guided the project and produced an unmistakable enthusiasm among these teachers to utilize non-traditional instruction. Teachers were provided with resources that would otherwise have been unavailable. In some instances they received new technology or logistical support for field trips, at other times they received classroom presentations from professionals identified by ETHS, or historical and genealogical source materials that will remain in their classrooms for years to come. The most rewarding accomplishment was the excitement demonstrated by the students. They developed a genuine enthusiasm for discovering their community and family history, and a sense of pride at their own place in that history. The result can only be a deeper appreciation for history in general. Beth Harris, from Rural Vale School in Monroe County, was not the only student to admit that she at first expected the project to be boring because she did not like history. But invariably, the students reversed this attitude as they moved into the project and discovered new and surprising information about their own family, and about their family’s place in their community. As Beth said, "I had a really fun time doing this project!" Another accomplishment occurred as students interacted with family members, in some instances for the first time. They gained a different appreciation for parents, grandparents, aunts, and uncles during extended and meaningful discussions. For example, Whitney Snider, also of Rural Vale, said that she liked the project not only because she learned new things about her family, but also because she was able to spend more time with them. The project also enabled ETHS to develop a prototype that can be used in other classrooms. In order to accomplish the overall goal of incorporating local history into the classroom curriculum, it was decided that each teacher should play an active role in visualizing, planning, and implementing the project. ETHS provided overall direction to the project and make recommendations where applicable. ETHS also provided the necessary scholarly support, equipment and other physical resources, training for both students and teachers, and coordinated field trips and classroom presentations by qualified professionals where appropriate. This approach also enabled ETHS to be responsive to other requests within the targeted school systems. In Scott County, for example, ETHS staff provided assistance to high school administrators and teachers in the planning and development of a county museum that the students are building and which will be maintained on the school campus. Students were brought to the ETHS museum for a tour and workshop on museum development and administration. There was also an on-site workshop for teachers and administrators, and books on museum practice were acquired for the project. It is doubtful that ETHS involvement in the museum project would have been so extensive—if, indeed, it had occurred at all—had ETHS staff members not already been actively involved in the school system with the Community History Classroom project. This project has thus allowed ETHS to utilize its strengths to carve out a unique niche in heritage education. Equally important, it allowed ETHS to develop the technical and logistical infrastructure to support this type of program. The society will be able to establish and maintain strong connections with school systems and classrooms throughout East Tennessee. b) What challenges did you face in connection with the project?
Among the challenges that ETHS faced in connection with this project was the lack of any prior relationship with these four school systems. This was addressed by first establishing relationships with the supervisors and principals, who then worked with the society to identify the most qualified teachers for the project. Nor was there any clear definition of what shape the project would eventually assume in each individual county. The challenge was to develop a project that would accomplish the overall objective, yet respect the individual character and history of each community. Ironically, what had initially been perceived as a challenge emerged as an advantage for the project, but it took patience and persistence to let the needs and interests of each classroom emerge, rather than forcing the guidelines of a foreign project into their curriculum. The physical demands of the project presented yet another challenge, involving most of the ETHS staff at one time or another. This was addressed by enlisting the capable services of several dedicated ETHS members and volunteers. Likewise, the distances involved created demands on the staff, requiring travel from Scott County in the north to Polk County in the south. Yet travel is an inherent challenge to any outreach program and, thanks to Benwood Foundation, the funds were available to cover the necessary expenses. c) What were the most important insights gained?
The Community History Classroom project has demonstrated that family history is a very powerful and meaningful tool to engage students in the study of local, state, and American history. Likewise, oral interviews are highly effective in bridging the gap between generations. This is certainly the case within the immediate family, but also holds true with extended family members and others. This was especially important for Josh Whaley, from Jacksboro Middle School in Campbell County, who interviewed his grandfather as a part of this project. The interview revealed details and information that neither Josh nor his parents had ever known about the grandfather and brought them all closer together. Then, unexpectedly, the grandfather passed away less than a month later. There are few examples that provide a better insight into the importance of communicating, recording, and remembering. ETHS has learned through this project that the relationship between the society and East Tennessee History Center is a unique and effective partnership. It provides the opportunity for the society to draw upon the family history resources of the Calvin M. McClung Historical Collection, provide a tangible reference to history in the collections and exhibits of the East Tennessee Historical Society Museum, and utilize the expertise of a network of affiliate organizations and resource people throughout the region. This project has made it abundantly clear that ETHS needs to be actively involved in educational outreach programs throughout East Tennessee. Lisa Oakley, who was appointed curator of education shortly before the project began, has demonstrated not only that the society cannot afford to be without a full-time curator of education, but that she is well-qualified to continue in that position. Her aptitude and abilities will allow ETHS to take an integrated approach to its educational programming. The reports from the Community History Classroom project, for example, proved to be the highlight of the annual Teachers Institute that the society sponsors each summer. Likewise, the enthusiasm generated by the Community History Classroom project will provide momentum for student participation in National History Day competition, a program that the society is presently introducing to East Tennessee. d) What has changed with your organization as a result of this project?
Although there has always been an awareness of the importance of personalizing history, the Community History Classroom project has provided undeniable confirmation. It has now become difficult for the society to visualize a school program that does not include a component to personalize history for the students. The Benwood funding and the opportunity to experiment (and possibly fail) have empowered ETHS to pursue regional outreach aggressively for the first time to schools well beyond our immediate vicinity. The society has changed its logistical perspective and is now quite clear about what is involved in taking its educational programs throughout East Tennessee. Moreover, the success of the Community History Classroom gives the society the confidence and credibility to explore other educational opportunities. ETHS is forming a vision that will direct its programming for years to come, one in which the concept of using family and community history to teach American history is made available to every classroom in East Tennessee.