Category Archives: Collaboration

Women’s History: #PD Launch for #PBL Among #CAISCT Ts & Ss

Screen Shot 2018-05-16 at 1.07.33 PMWhat famous Connecticut women made history in your community? Who is making history now? What significant woman’s contributions to your community history has been overlooked? Forgotten? Undervalued? Start researching and writing about your local history. We will plan to do the same research and share research methods when we published our discoveries on this CAISCT PBL blog. Bill Sullivan’s class will also be putting on a community presentation to the town’s historical society in April of 2019 where the students will share what they learn and show how they learned it. In some ways, CAISCT students and teachers can find their own venues to add more depth of authenticity to the way they share their local history discoveries with their community. Perhaps it is best to consider this work as another form of service learning.

Curious about using a classroom blog and student-operated Twitter account to accommodate project-based learning? Plan to join our day hike for the 2018-19 academic year and dive into this authentic, local history challenge. Any CAISCT learner is welcome to collaborate on the CAISCT-PBL blog and Twitter account. So provide your students the opportunity to write history and appreciate the discipline form another perspective. They will soon learn that Connecticut’s history is complex, and one ingredient of our historic inquiries acknowledges that a local history perspective will CAISCT learners shed a new light in the historiography of Connecticut’s narratives. Lisa Leveque from Rectory School and Bill Sullivan from Suffield Academy will share their students’ learning experiences while working on one blog during the 2016-17 academic year in which they investigated freedom and slavery in the pivotal year of 1774 as well as the 2017-18 academic year, which pursued homefront issues of WWI.

Bring your day hike bag and learn about next year’s inquiry into Women’s history and set your students on an adventure course where they explore possible nominees for the Connecticut Women’s Hall of Fame in their community. http://cwhf.org/induction-ceremony/induction-process#.WvxbmNMvzaYWomen’s History: PD Launch for #PBL #CAISCT Teachers.

Got HOT Log? A Great #PBL Assessment

Higher.order.thinkingSimply stated, a HOT Log (Higher Order Thinking Log [log = systematic record, journal of one’s intellectual expeditions) explains what you have learned, what you want to learn next, and what skill(s) you will apply for your discovery. Because we will categorize each HOT Log on the blog, we will be able to access anyone’s discovery when we begin to synthesize our information before our final presentation. As a class we will assign students to compose individual HOT Logs ritualistically (every 7 or 10 days) or sometimes the research process prompts us to do so sooner or in groups. Sometimes when the student(s) discovers an interesting collection of sources, primary or secondary, it is best dive into the source and upon. Likewise, when students make discoveries together or when the class makes multiple important building block moments, students can team up and compose these HOT Logs together. The most important feature of the HOT Log process occurs when students follow up with the PQP peer review process.

Another way to describe this Project Based Learning writing assignment is to think of this task as an intellectual reflection on your next step towards our goal of finding more information about members of the Connecticut 20th Regiment. You should explain what skill you will use to learn this next topic or research step.

In 500 words, make a claim about the necessity to explore one, specific resource (article, book, periodical, web site, historical society, historian (even better if we can Skype him/her}, historical library [I am a member of The Connecticut Historical Society), movie, technology or other research tool, learning lens, such as Place Based Learning, etc). Your short paper will evaluate the potential importance of this source for our investigation as well as building upon our research story.

In terms of skills, click here (http://www.pinterest.com/bill0353/ } to reflect on the possible skills you will need for your next steps.

Be sure to include an informative and pithy (concise and forcefully expressive) title and embed complementing media (video if possible, clear and interesting image, audio link, etc).

Citation standard. Let’s have a list of sources at the bottom. You can type “source:” with a colon after it. Then create a hyperlink to your actual source. If it is a book, create an interesting link associated with that book. You can be creative as long as the reader knows exactly what source you used. If it is an image, let’s type “photo credit” and then paste a hyperlink for the image.

A range: lucid, logical, sequential, includes a valuable source or resource. Well-written following rules of Standard English. 500 word range achieved in a concise and fluent manner. You also articulate well the skill you will require for your next intellectual step.

B range: there is a missing ingredient or prose contains issues of Standard English. Overall logic or sequence of ideas may need to be addressed.

C range: Length and other significant issues.

Final Class Work on Hello Girls

Dbkc94eV0AAvT0M

Signal Corps class, 1918 Hartford

Throughout the early part of our research when we were learning different stories in the commemoration process of WWI, the term “Hello Girls” story did not dominate the historic landscape.  We then looked back at our serious and insightful sources such so far but did not find a mention of these heroes. We first discovered these heroic young women through a book titled The Hello Girls by Elizabeth Cobbs. It was a great book and we furthered that research by trying to discover more information online. We reached out to the twittersphere to see if anyone had any lists of the members from Connecticut. No one had anything, and the UCONN archives reached out and gave us an image of a training class for these female operators. We then pooled all of our information together and added it to our presentation. After our presentation, we found a whole newspaper full of these brave women’s stories. We also discovered that the WWI Musuem curated a presentation that Elizabeth Cobbs delivered. Viewing her lecture became a homework assignment the next night: https://www.theworldwar.org/visit/upcoming-events/women-at-war-hello-girls

We primarily focused on three Connecticut girls; however, we first wanted to understand the conditions and what it was like to be a Hello Girl. Usually the majority of the French speaking Volunteers went to France, which meant they all had to speak the language fluently. Women did not have prior experience with telephones and only had one month to train; however, many felt they would need three months to be fully prepared. The idea of the Hello Girls was to connect people as quickly as possible. Many women also had to learn the abbreviation language Taylorism, which was a quick and snappy way to get messages relayed quickly. Taylorism was also used in the U.S at factories to speed up manufacturing and labor. WWI first time women had a large role in war. Men who held these jobs were seen as rude and impatient with people, while women were more caring and understanding.

Screen Shot 2018-05-11 at 8.30.14 AM

Aurelie Austen, a “Hello Girl”, standing in uniform.

We also learned some valuable information from The New York Times. These impressive women had much more vigorous duties and responsibilities than we originally had thought. Some things that the women had to do were wear a standard uniform that was approved by the War College at all times. When they were fighting for their recognition as veterans in the 1970’s they used this argument. Also, if they were captured while in uniform they would become prisoners of war and were not just considered civilians.  They also had to understand French well and translate messages correctly and quickly, and finally sleep in cramped conditions and sometimes even on the roofs of buildings. A common argument was that women were still civilians, but since they wore uniforms at all times Mark Hough said these women were called prisoners of war, which means they were technically soldiers and should have been recognized a lot earlier.

Screen Shot 2018-05-18 at 8.48.14 AM

Image of Beatrice Savard in a special ceremony from the Hartford Courant

Our first Hello girl was Beatrice P. Savard or maiden name Bourneuf was born on March 11, 1891, in Haverhill, MA and was a Signal Corps Telephone Operator in WWI. In the departure papers that we observed, Beatrice was shown as a supervisor in the Signal Corps and residing in New London, CT. Beatrice and a select group of other women were also a special Signal Corps operator in France during WWI. Sixty-two years after the war on May 29, 1980, Beatrice was given a victory pin, honorable discharge papers, and officially became Connecticut’s first female veteran from WWI in a special ceremony. “They told us within a year or two after it was signed [the armistice] we would be getting discharges,” Beatrice said, “It finally happened. It was a great affair.” Beatrice died two years later on June 11, 1982, in Waterford, CT.
Our next Hello Girl was Mildred Wakefield, a resident of Connecticut who joined the signal corps. She was a graduate of Wellesley College class of 1913. While at Wellesley she learned about the Hello Girls through the school newspaper. Before joining the Hello Girls, she was an english teacher at East Hartford High School. She was 23 when she joined the Signal Corps, and that made her the youngest girl in the unit. To enter the Signal Corps she had to pass a rigorous examination which was impressive for her to do at such a young age. She then became a cadet in the signal corps. After the war she went back to teaching at East Hartford High School. It was very interesting to learn about someone that was so close to Suffield that was involved in this unit. Through this information we took the bare minimum that we knew and we tweeted out to Connecticut Historical Society and Wellesley College to see if they had any more information about Mildred Wakefield. To confirm our information before tweeting out to these organizations, we looked Mildred Wakefield up on Ancestry.com, which is a very valuable resource. Through Ancestry we found that her father was from Maine, which contradicted some other information that had said he was from Canada. Due to finding that all other family members matched up with our information, we concluded that due to people taking a census during this time, people might lie about some of their information to avoid any conflict with the government. This is why a lot of information from the census is not completely accurate. She was a very interesting person to learn more about considering we found so much information instantly on her through ancestry.

Out last Hello Girl was Elizabeth Roby. We could only find a single document that contained information on Elizabeth Roby and her life as well as her role in the company. Although we could only attain a single source in an old newspaper bulletin, we found out she had the role of the assistant to the head of the department in Chicago and was an instructor for the telephone company, as well as being a Smith College graduate with a specialization in French. This would have meant she was very useful for the Hello Girls and might have had a higher position and duty with her knowledge of French.

Source: http://archives.lib.uconn.edu/islandora/object/20002%3A199708048

For more on Taylorism, see a Tweet from the UConn Archives: https://twitter.com/caisct_pbl/status/993831353966911490

Blog post byline:   okinne88, CHASE M Rory Tettemer bensylvester8dylanchase62400freemmylessedleyb1617

 

Our Connection to Seicheprey

Over the course of our school year, our class has had a deep connection with the town of Seicheprey in France. We first learned about Seicheprey through our research about Sergeant Stubby, the war dog of the 102nd US Infantry. After learning about Stubby’s heroic tales and service, we developed a curiosity to learn more about this significant battle for Connecticut history. Due to this battle being significantly historic for the Connecticut veterans specifically, the importance of this battle gradually faded in memory and history when the Connecticut veterans passed away in the 20th century. Our class discovered several interesting facts and stories from the Battle of Seicheprey, such as one of our Suffield veterans at the battle serving as a cook. When we learned of the details when the German storm troopers overwhelmed the trenches, we were shocked to learn that the cooks responded by picking up their knives and fighting off the Germans with hand-to-hand combat. Along with these facts we found new events that were happening in the town of Seicheprey today. We took the liberty to spread our findings across the social networks of our class blog and twitter. Our posts were immediately recognized by many WWI historians and eventually by Stéphanie Trouillard, a French journalist studying the history of WWI.

Screen Shot 2018-05-17 at 9.40.57 AM

More details on our academic network: https://twitter.com/Stbslam/status/957705999690936322

We reached out to Stephanie to find out if the town of Seicheprey was doing a commemoration for the 100th anniversary of the Battle of Seicheprey. She took the initiative to reach out to the town hall of Seicheprey and received a response from Gérard Andre, the Mayor of Seicheprey. From this information we discovered that Seicheprey was honoring this historic battle on April 21st, 2018 and intend to make a fountain with several representatives from Connecticut in order to honor the 102nd division and Sergeant Stubby. After this interaction from Stéphanie, we were able to continue communications with the Mayor and other citizens from Seicheprey as well as students from the nearby school of architecture. While we were not able to attend the commemoration, these architecture students shared their local history project with us. Then we shared slides from our presentation with them. It was great to get positive feedback from students doing the same type of work that we were doing here.

Screen Shot 2018-04-23 at 8.49.18 PM

An interactive exhibit from the commemoration

Pauline, a student from Seicheprey reached out to us and gave us a very detailed overview of what the town presented and the different activities that were going on in the town to commemorate this battle. These connections to Seicheprey have been the foundation of our class and we are extremely thankful to everyone who has helped spread the story of this forgotten battle.

Screen Shot 2018-03-24 at 9.38.48 AM

An invitation to the commemoration of April 21st.

 

Join Our Inquiry into Women’s History

Screen Shot 2018-05-16 at 1.07.33 PMWhat famous Connecticut women made history in your community? Who is making history now? What significant woman’s contributions to your community history has been overlooked? Forgotten? Undervalued? Start researching and writing about your local history. We will plan to do the same research and share research methods when we published our discoveries on this CAISCT PBL blog. Bill Sullivan’s class will also be putting on a community presentation to the town’s historical society in April of 2019 where the students will share what they learn and show how they learned it. In some ways, CAISCT students and teachers can find their own venues to add more depth of authenticity to the way they share their local history discoveries with their community. Perhaps it is best to consider this work as another form of service learning.

Curious about using a classroom blog and student-operated Twitter account to accommodate project-based learning? Plan to join our day hike for the 2018-19 academic year and dive into this authentic, local history challenge. Any CAISCT learner is welcome to collaborate on the CAISCT-PBL blog and Twitter account. So provide your students the opportunity to write history and appreciate the discipline form another perspective. They will soon learn that Connecticut’s history is complex, and one ingredient of our historic inquiries acknowledges that a local history perspective will CAISCT learners shed a new light in the historiography of Connecticut’s narratives. Lisa Leveque from Rectory School and Bill Sullivan from Suffield Academy will share their students’ learning experiences while working on one blog during the 2016-17 academic year in which they investigated freedom and slavery in the pivotal year of 1774 as well as the 2017-18 academic year, which pursued homefront issues of WWI.

Bring your day hike bag and learn about next year’s inquiry into Women’s history and set your students on an adventure course where they explore possible nominees for the Connecticut Women’s Hall of Fame in their community. http://cwhf.org/induction-ceremony/induction-process#.WvxbmNMvzaY

How Can We Teach Innovation Skills?

how-I-built-this.jpghttps://www.npr.org/player/embed/562887933/563105739

Let’s have fun learning about this now ubiquitous App Instagram evolved, and then we will examine how we can adopt elements of their success story as we begin our first steps in our own project-based learning journey. So how can we use this Instagram’s story to teach the dynamic disposition and positive attitude a student needs to cultivate in a project-based learning classroom?

It is very fascinating to hear the early iterations of Instagram (see more here: https://www.theatlantic.com/technology/archive/2014/07/instagram-used-to-be-called-brbn/373815/) and then realize all the changes they made to make the app what it is as a working app today. That process that is narrated here is design thinking, which is a process we will explore more this year. https://en.wikipedia.org/wiki/Design-based_learning

Perhaps an important moment in their start-up was when they followed the advice to ask their users about what they enjoyed about their app rather than investing time into wondering what others who are not using the app would want. What did they learn from this part of the process?

(Podcast Time: 6:30) Isn’t it fascinating that the best thing for any entrepreneurial is failure? The founders of Instagram cite Eric Ries and his ideas about the process of a lean startup. “Don’t ask why people don’t sue your startup. Ask why people who continue to use your start up use your startup.” https://en.wikipedia.org/wiki/Lean_startup 

(Podcast Time: 8:00) One of the founders tells a story of being burnt out and going on a break. Does he really take a break? Why type of thinking does he do on this “break” and how does it help the next iteration of the product of Instagram?

(Podcast Time: 9:00) Style topic. Did you notice how the music delivers a great downbeat when the divergent thinking that one of the founders has when his then girlfriend and now wife provides an insight while walking on the beach?

(Podcast Time 12:00) Just appreciate this moment. No response necessary. This is my hook for our audience!. “It was trial by fire; so many chances to fail. Kept working; all nighters. The amount we learned in that first year was crazy. It was fives years of college in one.” I would make this the hook because I’m an educator, and the producer here chose a more entertaining hook.

(Podcast Time: 17:30) There is a great conversation about how the story of success is never linear. It’s always dynamic, an up-and-down journey. Reflect on this moment and also reflect on how the founders keep their eye on the experience of the user. Do you have a personal success story that was not linear and had several “false starts” along the way before you achieve a degree of success? Write a 3-6 sentences here about that experience. We’ll share these moments in class and expand more on them.

(Podcast Time: 23:00) Around minute 23 they discuss the currency that feeds an entrepreneur. Explain in your own words this experience and its value. Then reflect on our course description and explain what experience will make our experience valuable.

(Podcast Time: 24:00) They reveal another great moment where they learned a lot through failure. This moment had to do with a mistake. What was the mistake? Could the mistake been avoidable? What else did they learn about the relationship they had with her users?

What do you think of the founders’ thesis about luck and talent? What role do resilience, grit, and optimism play in capitalizing on luck?

What Happened in Your Town During WWI?

Screen Shot 2017-09-26 at 3.16.24 PM.png

What was the home front experience of your town during WWI?

How can we imagine daily life in Suffield during WWI? The state-wide commemorative process for the 100th anniversary of WWI provides #CAISCT students and teachers  an opportunity to investigate the local history in their area. There is also an opportunity to connect with local historical societies who are already geared up to curate information for the anniversary. Moreover, looking into home front conditions will naturally network  #CAISCT students and teachers with other Connecticut historians to discover the best historical methods to uncover more original history. So connect with us on this #CAISCT #PBL blog and start “doing history” in your community. Consider this another form of service learning if you share what you learn with your community. This year’s investigation about life one hundred years ago in your town will also help you appreciate how this global event propelled our region and nation into the modern era.

Bill Sullivan’s American Studies class, which is a winter/spring trimesters project-based learning elective to seniors, will share everything they learn about the home front in Suffield on this blog and invite other Connecticut students to do the same about their town! Let’s together create Connecticut history on this great collaborative platform (blog) and “do original” history story about this complex topic!

#PBL Mantra: Share what you learn and show how you learned it.

The Suffield Academy American Studies class will present their findings at the April meeting of the Suffield Historical Society. Click here for more: http://www.suffieldhistoricalsociety.org/activities

Stay tune for more!