Category Archives: Twitter

Social Media Sources “Over There” For #CTHistory!

Screen Shot 2018-04-18 at 10.31.47 PMAs we prepare for our public presentation for the April meeting of the Suffield Historical Society, we are also keeping an eye on social media sources “over there” for the upcoming events at Seicheprey. This is such an important anniversary for Connecticut History. #CTHistory! During this battle, the German army sent special stormtroopers over the top and attacked the American line here in this quiet sector to see what type of fighting force the inexperienced American were. After getting knocked out of the trenches by the Germans, the Americans successfully re-established themselves in the trenches, which began by the cooks takings meat cleavers and fighting the Germans back with hand-to-hand combat. Back in December when we read about the battle, we researched some of the men from Suffield who were in the 102nd or the Yankee Division, and we all were shocked and awed by the fact that William Habikai from Suffiled was listed in the records as being a cook!

Here is a list of social media sources that we are following to help us appreciate the significant battle of Seicheprey in real time back here in Connecticut. Do you have others to suggest? The text, When Connecticut Stopped The Hun, is available online from several libraries. If you have any suggestions, please add that content to the “comment” thread incorporated with this post.

Our #PBL class also enlisted the help of one of our French I classes to help us with researching sources on the French language landscape. They are helping us out on the “left flank” or here “in the trenches” if you appreciate how war idioms infiltrate our daily language. The latter “in the trenches” still seems to be alive and well in the modern vernacular. They will be researching and reading media and cultural materials in French for us so that we can appreciate the French dimension of this Commemoration period.

Do you have other sources to suggest we add to our list? Please comment below with a link and a few words explaining the value of the source. A #PBL thanks in advance for your contributions!

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Suffield Academy Students Present: WWI Homefront

Screen Shot 2018-04-22 at 9.52.40 PMWhen the American Studies class began its investigation in December with a trip to the Suffield Academy archives, students were very curious to find young students one hundred years ago were wearing military uniforms. After researching our local and national history, the students are ready to share insights about the preparedness movement in Suffield, the region, and nationwide to help explain how Suffield School (now Suffield Academy) was one of the first schools in the area to start such a military prep program that provided students military uniforms and training. While following the research methods of Connecticut Historian, Stacey K. Close, the American Studies students used his chapter in African American Connecticut Explored as a model to look for patterns of the Great Migration here in Suffield. Close’s chapter, titled “Black Southern Migration and the Transformation of Connecticut, 1917-1941,” centers around migration trends in Simsbury. Please join us to learn how the American Studies students discovered similar patterns in Suffield. The class will present during the Suffield Historical Society meeting, which is open to the public, on Tuesday night, April 24th, 7-8pm at the Suffield Senior Center on 145 Bridge St, Suffield, Ct. Finally, like everyone in Connecticut who is excited to learn about the story of Sargent Stubby and see the newly released film, Sgt. Stubby: An American Hero, find out about four of the WWI veterans from Suffield who served in the famous 102nd of the Yankee Division, alongside “Stubby,” the first service or therapy dog. For more on the movie that was just released, click here: http://www.stubbymovie.com/

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Bring Stubby Home

imagesSergeant Stubby was the official mascot of the 102nd regiment. Stubby was a dog that “served” for 18 months and was involved in or around 17 different battles in Europe. Some of the things that he did were detect mustard gas and comfort wounded soldiers. He was also able to detect incoming artillery fire because he could hear the whine of the incoming shells before the soldiers. Stubby was originally found on Yale’s campus in the summer of 1917, where the 102nd regiment happened to be training.

The 102nd regiment is one of the most famous of the United States from WWI. Many of the members were from Connecticut as the regiment was New England based. They were involved in the first action that the United States was a part of in WWI, which took place in Seicheprey.

There has been a great injustice done however. One would think that Sergeant Stubby would be buried or put on display in his native New Haven, or somewhere nearby in  Connecticut.  Instead, Sergeant Stubby is on display at the Smithsonian Museum in our nation’s capital. This is obviously a great honor, but Sergeant Stubby should be in Connecticut.

Stubby was originally found in Connecticut and that is where he resided before the army found him. The regiment that he joined had many members from Connecticut as well. Stubby’s eventual owner, Robert Conroy, was even from Connecticut. So during this commemorative anniversary of World War I, we must ask ourselves why is Stubby not resting peacefully in his native state? After everything he did for his regiment, he deserves to be returned to home.

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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?

Titus Kent-Middletown Investigation

My ProjectBase Learning Class has been researching 1774, regarding slavery and freedom. We have found information on Rose and her son Prince, slaves who came to Middletown on a Dutch Ship. Mr Phillips, of Middletown Connecticut, sold Rose and Prince to Reverend Ebenezer Gay, of Suffield Connecticut. After reading about your exhibition, we were wondering if you had any records of this. We do not have the exact dates to this sale, however, Reverend Ebenezer Gay was the Minister in Suffield from 1742-1796, and during this

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Windsor Locks Journal, 1885. Written by trusted town historian, with first hand source from Ebenezer Gay’s Granddaughter

time he purchased his slaves. I am looking into where the Dutch ships originated from, especially trying to find the origin of Rose Gay, who had a tattoo on her back that suggested royalty. Rose Gay went on to marry Titus Kent, another slave belonging to the wealthy Kent family of Suffield. During our research we found, by looking through old war documents, monuments and lists, that Titus Kent fought in the Revolutionary War along with Elihu Kent and Elihu Kent Jr. We are still uncertain whether Titus got his freedom after the war, but we found records of applications for his pension. What is interesting about these documents is that they are not filed so that Titus himself could have retrieved his pension. They are filed so that other people could get his pension.  While we are very interested in your documentation regarding slaves sold in Middletown, we are also wondering if you came across and documents regarding slaves being granted their freedom after fighting in the Revolutionary War?

Twitter = Excellent #PBL Resource

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Last year’s class discovered this excellent resource online. How can we connect with this Yale scholar and map our important local history discoveries. Should we make our own digital map of Connecticut? Can we task students with this challenge? While sharing what we learn is an important aspect to having student reach the higher levels on the Blooms Taxonomy scale, it is also a crucial step to explaining Connecticut’s complex history. As historians of Connecticut agree, there are many different enclaves and communities inside our complex state that make writing “general” history of our 17th- to present day events daunting. Thus, students writing (or “doing”) history from the local level and making connections to the state level will compose a more enriched account of our national historical tends.