Email Bill Sullivan firstname.lastname@example.org to become an author on our blog. Who can join? Any student (grades 5-12) from Connecticut or any student interested or connected in some way to the process of researching and writing Connecticut history. This year’s topic is to investigate the home front experience in Connecticut’s towns. What did daily life look like in your Connecticut town during WWI? What were the various iterations of the war effort in your community? Did everyone support the war effort? The state-wide commemorative process for the 100th anniversary of WWI provides Connecticut students and teachers an opportunity to investigate the home front experience and network with other Connecticut historians to discover the best historical methods to uncover more original history. Join this important project today. Again, email
The rewards of #DoingHistory as a class or immeasurable and profound. Most of all you whole class will thrive learning and appreciating the layers of history in your community, and fellow community members will fully engage with your class. So join this important service learning opportunity and appreciate how this global event propelled your community into the modern era.
For more information about this project-based learning adventure today, click here: https://caisctpbl.wordpress.com/2017/09/26/what-happened-in-your-town-during-wwi/
Last year’s topic was freedom and slavery during the pivotal year of 1774. Click here for more information: https://caisctpbl.wordpress.com/2016/07/14/what-happened-in-your-town-during-the-pivotal-year-of-1774/
Who can join? A whole class can join for a 3, 7, 14 or longer day unit or an individual student can research one or several aspects of this history for a project or an independent study. Sharing what we learn about this important chapter of Connecticut’s history on the blog will help us cross-reference content, primary sources, as well as effective research methods. The essence of project-based learning is to have student investigators share what they learn and show how they did it, and this public history venture will help us compose more complete narratives of #CTHistory. In the past, students across the state collaborated on the Underground Railroad in Connecticut. During the 2016-17 academic year, students investigated the pivotal year of 1774 and explicated local responses and support of the residents in Boston. In coordination with the commemorative process of WWI, students will explore home front conditions in their local town and collate information as well as historical methods on this central blog.
So, find some time and enlist your academic services to this large project. Any and all research will help us create a better narrative for this complex history. Bill Sullivan’s American Studies class (starting 12/1/17) will be the facilitators of this service learning project and will welcome other students and teachers to collaborate at any level of commitment. In addition, we welcome other life-long learners who passionately care about Connecticut history such as local historical society members. We know that all types of life-long learners will be excellent role models for our students as well as important experts to help us with research methods for the complex and challenging research ahead.
Most importantly, join to learn more about Project-Based Learning, also printed on this blog in the Twitter language, #PBL. In fact, type #PBL into a Twitter search box and hitting enter will connect you to so many rich, original projects. Along with appreciating a new learning skill, your contributions will also help us reach into so many corners of Connecticut history. And given that Connecticut history needs more than a broad brush stroke of generalization, your local contributions will be so vital to making a more accurate history. Recall that within our small state ranged so many different political views. Connecticut hosted liberal leaders such as Harriet Beecher Stowe, later Mark Twain, and our state heroine, Prudence Crandall. Also note, though, that Crandall’s neighbors terrorized her school for African-American women, the General Assembly passed several iterations of Black Codes that denied African-Americans the right to vote for so long, and several key 19th century elections, such as Buckingham’s slight margins of victory, indicated that the state hosted a range of political views. Therefore, because individuals will eventually access his/her local historical archives and connect with their town historians for help, we have the potential to tap into a “crowdsourcing” dynamic for this project and share some unique history. So please join us in researching and writing about the pivotal year in American history.