The book I read for background information on our project was Michael H. Ebner's Creating Chicago's North Shore: A Suburban History. This book focuses on the creation of Chicago's North Shore which consists of 8 communities: Evanston, Wilmette, Kenilworth, Winnetka, Glencoe, Highland Park, Lake Forest, and Lake Bluff. The book begins with a short history of the suburbs, including some reasons why people wanted to get out of the urban centers - overcrowding, dirtiness, lack of garden landscape etc.
The book focuses mainly on the impact of the railroad to the creation of these communities which were only settlements before the railroad laid tracks along Lake Michigan. The railroads made it easier for people to live outside of the city and still commute to Chicago. The book does mention that some people were opposed to these technological changes in transportation because they moved too fast, changed the landscape etc.
When skimming through this book, I was fairly interested in the topic because I thought it was interesting in finding out more about the formation of the suburbs and the impact that new transportation had on them. I used to live outside of Chicago when I was a kid, and my dad used to take the train to commute to work in the city. Chicago is a central hub for railroads and it's fairly easy to travel there by train. I have taken the train from Michigan to Chicago several times.
It was easy to get bogged down when skimming through this book by the descriptions of the different communities. Since this wasn't really relevant to our topic, I tried to stick with the sections that could be used when looking at the construction of I-496. The book doesn't discuss the construction of highways (it only goes up to the invention of the automobile) but for our project we can use the information about the impact of the railroads and the car on the creation of suburbs. The highway system relates to this idea because I-496 was probably constructed to make travelling easier and resulted in people moving out of the city because it was easier to commute.
Wednesday, February 24, 2010
Monday, February 22, 2010
Landscapes and Buildings
So far, David Kyvig and Myron Marty's book, Nearby History, has been my favorite book to read in class. The book is an easy read and covers very interesting topics having to do with nearby history. The chapter I read for class was about Landscapes and Buildings (Chapter 9). The chapter talked about looking at the cultural landscape to understand the history of a particular place. The cultural landscape allows you to see how a place has changed over time by looking at, for example, migration patterns, transportation routes, architecture etc (165). It was stressed that "historical evidence found in the landscape must be supplemented by information derived from written documents" (165). A building needs some sort of background to describe why it's important, otherwise it just stands alone.
To understand the cultural landscape, Kyvig and Marty recommend the starting point be to see the whole and its parts. A historian should look for form, balance, harmony, and unity as well as shapelessness, imbalance, incongruity and disorder (168). It also means looking at the natural landscape and seeing how that affected constructing the cultural landscape.
The chapter also focused on buildings because they are "not only the most prominent artifacts on the cultural landscape but the centers of human activity as well" (170). When looking at buildings, historians should pay attention to their function, structure, and symbolism. The point of this chapter was to show that the cultural landscape is full of materials and it is up to historians to understand these materials and use them to recreate the past (176).
To understand the cultural landscape, Kyvig and Marty recommend the starting point be to see the whole and its parts. A historian should look for form, balance, harmony, and unity as well as shapelessness, imbalance, incongruity and disorder (168). It also means looking at the natural landscape and seeing how that affected constructing the cultural landscape.
The chapter also focused on buildings because they are "not only the most prominent artifacts on the cultural landscape but the centers of human activity as well" (170). When looking at buildings, historians should pay attention to their function, structure, and symbolism. The point of this chapter was to show that the cultural landscape is full of materials and it is up to historians to understand these materials and use them to recreate the past (176).
Tuesday, February 16, 2010
Beginning our Class Project - I-496
After reading Matt Miller's article, "Looking Back: I-496 Construction: A Complicated Legacy" from the Lansing State Journal, I was able to get a little background information on our class project about the construction of I-496. Miller's article offers two different viewpoints about this event - destruction and a blessing. The article was a great start for information on what we will be focusing on this semester, but I have some questions that hopefully we will be able to answer during our research and proposal.
1. What is the timeline of events? When was it decided that 496 was going to be built? What objections were there?
2. What reasons were given for the need to construct I-496? Pros/Cons?
3. What new neighborhoods did displaced people move to (both White people and African Americans)?
1. What is the timeline of events? When was it decided that 496 was going to be built? What objections were there?
2. What reasons were given for the need to construct I-496? Pros/Cons?
3. What new neighborhoods did displaced people move to (both White people and African Americans)?
Monday, February 15, 2010
Central School
Today I visited a historic site in East Lansing - Central Elementary School on Grand River. The school is an important site to the local history in education, the community, and architecture. It was built in 1917 and is the oldest schoolhouse in East Lansing. It is one of the oldest, public structures in the city, not located on the campus of Michigan State. The early formation of a school district helped to create the City of East Lansing in 1907. The schoolhouse played a role in the development of MSU's teacher preparation program in the early 1920s. The building was designed by Edwyn A. Bowd in a Neo-Classical style. Today, the school is used as a day care facility. Central School made the State Register list in 1984 and the National Register list in 1986. (http://www.mcgi.state.mi.us/hso/sites/6306.htm)The school looked like a typical small schoolhouse of the 20th century. I wasn't aware of the significance of this school house to the city of East Lansing or even to Michigan State. Learning some of the history of this local historic site was a great way to jump into our project on the building of I-496 in Lansing.
Wednesday, February 10, 2010
The Enola Gay Controversy
Before this class, I didn't really know anything about the Enola Gay Controversy. After reading a few articles, I was able to understand the basic story and what the big deal was surrounding the Enola Gay. The Smithsonian was planning an exhibit at the National Air and Space Museum to commemorate the 50th anniversary of the end of World War II. The exhibit was to feature the Enola Gay, the plane used to drop the atomic bomb on Japan. The Air Force Association and the American Legion (among others) wanted the exhibit to be cancelled because they felt the exhibit script was biased and didn't put the American veterans in a favorable light regarding the dropping of the bomb on Japan. The huge battle was whether the exhibit should promote heritage or history.
I think it was unfortunate that the exhibit was cancelled and instead the Enola Gay was displayed with little information or interpretation. While I understand veterans were upset that the exhibit was going to show the effects of the atomic bomb through pictures and artifacts that would have elicited a strong emotional response from the public, I don't think that part of the story could have been ignored or scaled back. It would be hard talking about the atomic bomb without mentioning its disastrous effects. The public should have been able to see the original exhibit. History is about exploring all sides of a story.
I think it was unfortunate that the exhibit was cancelled and instead the Enola Gay was displayed with little information or interpretation. While I understand veterans were upset that the exhibit was going to show the effects of the atomic bomb through pictures and artifacts that would have elicited a strong emotional response from the public, I don't think that part of the story could have been ignored or scaled back. It would be hard talking about the atomic bomb without mentioning its disastrous effects. The public should have been able to see the original exhibit. History is about exploring all sides of a story.
Wednesday, February 3, 2010
National History Standards
After looking at Hawaii's state standards for History I was curious to see what some of the National History Standards looked like. UCLA's website, National Center for History in the Schools, goes more in depth than Hawaii's website. The website is basically split into the standards for grades K-4 and grades 5-12.
Like Hawaii's standards, the National Standards include learning about local and state history starting in the younger grades and working up to a more detailed study of US and World History. The National Standards also emphasize critical thinking, analysis, interpretation and comprehension at all grade levels which Hawaii tries to accomplish as well.
The National Standards break up US and World History into eras for students to learn. They provide benchmarks that students should be able to reach by certain grades that follow the standards for that period of history.
After briefly looking at the National Standards, I would say that Hawaii's state standards follow the same guideline. The National Standards only provide a framework for teachers which gives them room when teaching the subject. The National Standards treat History as its own subject and not part of the greater Social Studies.
Like Hawaii's standards, the National Standards include learning about local and state history starting in the younger grades and working up to a more detailed study of US and World History. The National Standards also emphasize critical thinking, analysis, interpretation and comprehension at all grade levels which Hawaii tries to accomplish as well.
The National Standards break up US and World History into eras for students to learn. They provide benchmarks that students should be able to reach by certain grades that follow the standards for that period of history.
After briefly looking at the National Standards, I would say that Hawaii's state standards follow the same guideline. The National Standards only provide a framework for teachers which gives them room when teaching the subject. The National Standards treat History as its own subject and not part of the greater Social Studies.
Tuesday, February 2, 2010
Hawaii State Standards
The first thing I noticed about Hawaii's State Standards for Social Studies is that they were only 28 pages, much shorter than Michigan's. The Standards begin by saying, "Social Studies education in Hawaii must not only ensure our students' development as active and responsible citizens of the community, nation, and world but it must also enable the maintenance of the unique lifestyle that is Hawaii" (Hawaii Standards, 2). The aspect of citizenship is mentioned frequently in the standards and is a huge component of their Social Studies education. They also emphasize using Social Studies to understand and continue the unique lifestyle and culture of Hawaii.
The Standards for Social Studies are broken down into 5 disciplines: History, Political Science/Civics, Cultural Anthropology, Geography, and Economics. Each discipline lists a set of standards which is broken down into grade cluster benchmarks, K-3, 4-5, 6-8, and 9-12. The benchmarks for each grade cluster list some ideas/content that students should know or be able to do by that time in school.
For example: In History, there are 5 general content standards such as "Historical Empathy: Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems, and decision making" (Hawaii Standards, 4). For grades 4-5, students must "explain how rules and values of a society determine the behavior and attitudes of its members" (Hawaii Standards, 4). For grades 9-12, students must "apply knowledge of historical periods to assess present-day issues and decision making" (Hawaii Standards, 5).
Each discipline has their own standards and benchmarks, but History is the only one that includes a suggested framework for using the Standards. On this page, certain history topics are suggested for each grade cluster to cover in school. For example, in grades 6-8, the teacher can cover World Cultures (examine select societies around the world), the history of the Hawaiian Kingdom, Pacific Island Studies, and US History through Reconstruction. It is stated that "this framework is not a checklist of subjects that must be taught. Instead, it provides possible topics for implementing the history standards" (Hawaii Standards, 6). In this way, teachers have a lot of room to be creative to teach history in Hawaii. It is emphasized in the standards to teach certain topics that are more relevant to students. Teachers are encouraged to bring out the best in each child and it is believed that all students are capable of achieving these standards.
At the end of the document, each discipline has a glossary defining terms specific to the discipline. There is also a box labeled with tools that you might use for each discipline and methods/skills that would be helpful.
These standards encourage critical thinking for students in every discipline of Social Studies. Students are expected to analyze, evaluate, question, interpret, empathize, and explore all perspectives. All of these expectations should push students to go beyond learning just facts and actually use historical thinking.
After looking at Hawaii's Standards, I feel that I would be able to teach there. I would have to learn more about Hawaii's history and culture, but I think that no matter what state you teach in you have to do that. All states usually require some kind of state history to be taught in the schools. Because the standards are more open, I would be able to teach with a little more freedom and cover topics of interest in my class.
The Standards for Social Studies are broken down into 5 disciplines: History, Political Science/Civics, Cultural Anthropology, Geography, and Economics. Each discipline lists a set of standards which is broken down into grade cluster benchmarks, K-3, 4-5, 6-8, and 9-12. The benchmarks for each grade cluster list some ideas/content that students should know or be able to do by that time in school.
For example: In History, there are 5 general content standards such as "Historical Empathy: Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems, and decision making" (Hawaii Standards, 4). For grades 4-5, students must "explain how rules and values of a society determine the behavior and attitudes of its members" (Hawaii Standards, 4). For grades 9-12, students must "apply knowledge of historical periods to assess present-day issues and decision making" (Hawaii Standards, 5).
Each discipline has their own standards and benchmarks, but History is the only one that includes a suggested framework for using the Standards. On this page, certain history topics are suggested for each grade cluster to cover in school. For example, in grades 6-8, the teacher can cover World Cultures (examine select societies around the world), the history of the Hawaiian Kingdom, Pacific Island Studies, and US History through Reconstruction. It is stated that "this framework is not a checklist of subjects that must be taught. Instead, it provides possible topics for implementing the history standards" (Hawaii Standards, 6). In this way, teachers have a lot of room to be creative to teach history in Hawaii. It is emphasized in the standards to teach certain topics that are more relevant to students. Teachers are encouraged to bring out the best in each child and it is believed that all students are capable of achieving these standards.
At the end of the document, each discipline has a glossary defining terms specific to the discipline. There is also a box labeled with tools that you might use for each discipline and methods/skills that would be helpful.
These standards encourage critical thinking for students in every discipline of Social Studies. Students are expected to analyze, evaluate, question, interpret, empathize, and explore all perspectives. All of these expectations should push students to go beyond learning just facts and actually use historical thinking.
After looking at Hawaii's Standards, I feel that I would be able to teach there. I would have to learn more about Hawaii's history and culture, but I think that no matter what state you teach in you have to do that. All states usually require some kind of state history to be taught in the schools. Because the standards are more open, I would be able to teach with a little more freedom and cover topics of interest in my class.
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