Peeps Get Around

Click here to see bunny peeps at the Hollywood sign, Motown, Versailles, the Kamehameha statue, the Alamo, London, Manhattan, Chicago, Yosemite, the Portland Head Light, the Eiffel Tower, the Rock 'n Roll Hall of Fame, the Space Needle, and Central Park. What's the point you ask? I'm not sure there is one, except that National Geographic conducted a "Peeps in Places" contest and announced the winners last week.

Vermont History Day Results

Congratulations to the following teachers whose students were first place winners in this year's Vermont History Day competition:

Keither Harrington from Poultney Elementary School (Junior Group Documentary and National Archives Award - "Horace Greeley: Influencing America through Words"); (Junior Web Site - "Dorothea Dix: Reformer for the Treatment of the Mentally Ill") and the Shelburne Museum Award

Susan Pollender from Black River High School (Senior Group Documentary & Vermont History Award - "Calvin Coolidge: Vermont Born and Raised"); (Vermont Academy of Arts and Sciences Award - "Samuel Morey: A Little Yankee Ingenuity Goes a Long Way")

Stacy Devino from Poultney High School (Junior Individual Documentary - "FDR: Hope for Millions of Americans")

Kelley Brennan from Green Mountain Union High School (Senior Individual Documentary - "A Vermonter's Legacy of Heroism: Dr. James Canfield Fisher and the Rescue at Cabanatuan"); (International Studies Award, Senior Division - "A Vermonter's Legacy of Heroism: Dr. James Canfield Fisher and the Rescue at Cabanatuan")

Bob Russell of Mount Abraham (Junior Individual Exhibit & Vermont History Award - "John Deere: Plowing His Way Into History"); (The Deborah Pickman Clifford Vermont Women's History Prize - "Emma Willard")

Cookie Steponaitis from Vergennes Union High School (Senior Individual Exhibit and National Archives Award - "J. Edgar Hoover: Controversies and Secrets"); (Senior Individual Performance - "A Window on the Unusual: The Films of Quentin Tarantino); (Senior Web Site - "Seeing America as 'Pop' - The Art of Andy Warhol"); (National Archives Award - "Amelia Earhart: Explorer of the Skies"); (National Archives Award - "The 'Lion of Vermont': The Personality and Politics of Matthew Lyon")

Shelley Townsend from Mt. Holly School (Junior Group Exhibit - "Dr. Seuss: Bringing Change to Children's Reading"); (International Studies Award Junior Division - "Wernher von Braun: Putting Man on the Moon")

Madeline Sherman from Proctor Jr/Sr High School (Senior Group Exhibit and National Archives Award - "Emily Proctor")

Jessical Wagener, home schooler (Junior Historical Paper - "Galileo Galilei, Father of Modern Science")

Jess Applegate from Brighton Elementary School (Labor History Prize - "How Did Island Pond Get Its Health Center?") and the VT-NEA History Day Teacher of the Year Award

The Census in the History Classroom

There is a ton of great information for social studies teachers and their students on the U.S. Census Bureau's web site. The site contains some "static" information as well as data pulled together under in order to be viewed through a topical lens. (For example, this month there is a feature called "Play Ball" in recognition of spring training.)

Here are a few features on the web site that could be useful for a history teacher:

The history of the census itself
"Fast Facts" through the decades (from 1790 to 2000)
Notable Maps (Population Distribution Over Time, Distribution of Slaves 1860, Centers of Population, etc.)
Selected Historical Census Data 1790 - 1990
Factfinder for the Nation (overview of how the census and its data have changed over the years) Historical Census Browser (from the University of Virginia)

• If you are a history teacher, how have you used census data in your classroom?
  

Using Demographic Data: Vermont's Digital Divide

The proportion of Vermont households with high-speed or broadband Internet connections has increased from 9% in 2001 to slightly more than 66% in 2009, according to the statewide Vermonter Poll conducted by the Center for Rural Studies at the University of Vermont. Of households that did not have Internet or broadband, nearly 46% said that they knew broadband was available to them, while 17% were not sure.

Despite the overall increase in household broadband, there is still evidence of a digital divide. According to this year’s poll, 44% of responding households making less than $25,000/year have computers, compared to 83% of all households and 91% of households making more than $25,000. “Citizens can’t be connected unless they have a computer,” says Center for Rural Studies Co-Director, Jane Kolodinsky. “While progress is being made with regard to access to personal computers and the internet, we can’t 'level the playing field’ for Vermont students and adults in terms of access to the information highway until the digital divide issues are solved.”

A majority of all Vermont households that have Internet have a high-speed connection, but lower income households in that group are slightly less likely to have broadband than others. According to the poll, 76% of households with Internet making less than $50,000 have broadband versus 85% of households making more.

Traditionally there has also been a rural divide in high-speed Internet. According to the poll, 76% of rural households with Internet connections have broadband versus urban (88%) or suburban (93%) households. It should be noted however that urban households are less likely to have Internet overall (69% versus 84-85% for urban and suburban). This may be due to the fact that a higher proportion of urban households in Vermont are in lower income groups. Overall suburban households in Vermont are more likely to have Internet and broadband.

Overall nearly 82% of polled households have an Internet connection. Of connected households, 18% had dial-up, 24% had a cable modem, 42% had DSL, nearly 7% had satellite Internet, 6% had a wireless Internet service, and 3% had fiber-optic or some other service. Generally anything faster than dial-up is considered to be broadband, although speeds may vary.

Between those that have broadband and those that answered about the availability of high-speed Internet, at least 79% of households in this poll have broadband available to them. The State of Vermont has made 2010 a target for 100% broadband availability in the state. In the past, polled households have expressed varying support for State and community efforts to expand broadband service. The 2007 Vermonter Poll found a majority (58%) of respondents in support of the allocation of State funds toward universal broadband. However only a minority (36%) was in favor of the use of municipal funds for the development of broadband infrastructure.

For a detailed report on the information technology questions from the 2009 Vermonter Poll, please go to http://crs.uvm.edu/vtrpoll/2009.

Additional resources about the Digital Divide:
Bridging the Rural Digital Divide: FCC Starts Work on National Broadband Strategy from Democracy Now!
Digital Divide 2.0 from EdWeek
Study: 'Digital Divide' Affects School Success from E School News
Educators Wrestle with Digital-Equity Challenges from E School News
Worldwide Internet Usage Statistics
E Stats from the U.S. Census Bureau (measures the "electronic economy")

• What does the digital divide mean in your classroom and school?
• How can the digital divide be a important social studies topic for your students?

The Cuba/Vermont Connection

The following article by Bruce Harris and Peter Hirschfield appeared in the Times Argus on April 4, 2009:

In an attempt to grow Vermont's export market and liberate an oppressed population, Vermont House lawmakers may urge the federal government to lift a decades-old trade embargo with Cuba.

Vermont's relationship with the island nation, just 90 miles off the coast of Florida, has flourished in recent years as Vermont officials engage in diplomatic and commercial exchanges with the Communist country. The state's commissioner of education, Armando Vilaseca, a Cuban-American who has visited the Caribbean island eight times in the past decade, told legislators last week that this tiny state could help reshape the debate over whether to ease Cold War-era tensions with the Castro regime.

"A joint resolution from even a small state would provide a different perspective, and I think that would be helpful," Vilaseca said. Vilaseca was born in Cuba and immigrated to the United States when he was 8 years old. He returns often to visit friends and family, and said the plight of the Cuban people is exacerbated by their inability to sell domestic products to the U.S.Vilaseca said his views run counter to most Cuban-Americans, the majority of whom worry that open trade would legitimize Castro's totalitarian grip.

Vilaseca said as new ideas, new products and new money flow into the country, the Cuban population will find the wherewithal to challenge its government. "It's in our best interest to open up relations with Cuba, not only for trade for our own economy, but because it's a positive force that eventually will lead to the democratization of the island, which is ultimately what we all want," Vilaseca said. Vermont has reached out to Cuba over the past several years engaging in trade, education, cultural and humanitarian projects.

Four years ago the state sold 74 heifers to Cuba to help that country rebuild its dairy herd.Vermont also took the lead in the sale of several thousand metric tons of powdered milk to the island of 11 million people. The state also had a pending sale of 4,000 bushels of apples, but the sale never went through when the U.S. government failed to issue visas in a timely fashion for Cuban inspectors to visit Vermont. Supporters of the 48-year-old embargo argue that given its human rights record, the totalitarian regime in Cuba should not be rewarded with trade and tourists. But Roger Allbee, Vermont's agriculture secretary, said the United States trades with other countries with questionable human rights records.

"We're all saying the embargo doesn't make any sense," Allbee said. "We're trading with China and it doesn't make any sense not to be trading with Cuba as well."Without the embargo, Allbee said more trade with Cuba is possible, especially given its close proximity to the United States. In addition to dairy and food products, Allbee said Vermont could be in a position to export certain agricultural technologies including turning cow manure into methane gas to generate electricity. But Allbee also said trade is a two-way street."We might learn something from them in terms of medical science," he said. "They're very good on drugs and they have one of the best education systems in the world in terms of literacy rates as I understand it."

The first shipment of Vermont Holsteins and Jersey heifers was brokered by Florida rancher John Parke Wright IV, a frequent visitor to Cuba and a vocal supporter for lifting the embargo. In an e-mail to the House Commerce Committee, Wright noted the work of the Brattleboro-based Holstein Association USA in Cuba. "For Vermont's point of view and on behalf of the Holstein Association, we need two-way trade and travel with Cuba," Wright said. "I recommend that Vermont take leadership in this new trade opportunity." The U.S. Chamber of Commerce has called for ending the embargo – a position endorsed by the state organization.

"We have trading relationships with countries all over the world that have real or perceived problems as far as America is concerned," said Christopher Barbieri, interim president of the Vermont Chamber of Commerce. "Business is business and, frankly, business relationships tend to influence other aspects of the quality of life in countries." Barbieri also said it would be beneficial to Vermont to be out in front on the issue instead of waiting for political change to take place in Cuba.

In addition to trade, Burlington College has established a semester abroad program with the University of Havana. Last summer with the help of Sen. Patrick Leahy, Lt. Gov. Brian Dubie and Wright, a group of Vermont and New Hampshire youth baseball players played a series of games outside of Havana. In the past, two nonprofit groups, Caribbean Medical Transport and Vermont Institute on the Caribbean, have done humanitarian work in Cuba.

Dubie has testified before the commerce committee as it considers the advisory resolution and said the measure is worth lawmakers' effort. Vermont's input, Dubie said, may embolden a new presidential administration that has already moved to relax travel to the island by Cuban-Americans. Obama has also indicated a willingness to further improve relations with the communist regime by relaxing travel for all U.S. citizens.

"World peace starts first in the family, next in the country and then next with your neighbors," Dubie said. "Cuba's a neighbor. And this is an opportunity." Rep. Warren Kitzmiller, a Montpelier Democrat and chairman of the House Committee on Commerce, said he's unsure yet whether the resolution will make it out of his committee for a full floor vote.

"I'm not sure my committee is unanimously anxious to deal with this," Kitzmiller said. "I'm certain I could pass it out on a split vote, but I'm not at all sure I want to do that." Still, he said he thinks it's appropriate for Vermont to insinuate itself into the national debate. "I'm of the opinion that the Cuba embargo has long since used up whatever original purpose or value it may have had. Now I think it's just punitive," Kitzmiller said. "Cuba could desperately use better relations with the United States, and I think Vermont stands to gain from that as well."

For Vilaseca, the issue hits literally close to home. The sooner the U.S. engages fully with Cuba, he told lawmakers, the sooner the Cuban people will realize economic prosperity and social justice."Everyone I know there is struggling in Cuba, and part of that struggle is not having a market for their products," Vilaseca said. "Everyone I speak to there, everyone asks 'Why are you doing this to us? Why are you hurting regular people?'"

Studying Vermont through Current Events: Should Hancock School Close?

As I was driving back from the Social Studies and Web 2.0 workshop yesterday in Castleton, I was listening to "The Story" on NPR. My ears pricked up when I heard that following the commercial, the story would be about the Hancock School in Vermont. A Two-Room School talks to teacher Amy Braun about the history of the school, it's special place in the community, and it's unique role in students' lives.

• How can we use this current issue to learn more about Vermont's past, present, and future?
• Would a story like this be of interest to your students?
• What is your opinion...should the Hancock School close?

photo courtesy of http://www.thestory.org/

March Madness at Essex High School

The following article written by Matt Ryan appeared in the Burlington Free Press on April 2, 2009:

Propaganda plastered in a hallway at Essex High School touted the much anticipated showdown between Lincoln and Tokugawa. A supporter of the Japanese shogun, stuck posters proclaiming “Tokugawa united Japan — Lincoln split the U.S.A.,” over the American president’s “Vote for Lincoln or your not thinkin’” posters.

Lincoln and Tokugawa, personified by students Ben Wistrom and Craig Pastel, respectively, jockeyed for votes Tuesday in teacher Grady Long’s AP history class. Their classmates would decide who advanced to the Sweet 16 in the school’s March Madness-style tournament of world rulers throughout the ages. The field of 82 student rulers, who hail from the school’s four AP history classes, will be narrowed to 16 by the end of today, assuming Swedish King Adolphus, who has been ill this week, is well enough to face off against British Queen Victoria for the round’s final spot.

Long and fellow teacher Jason Webster moderate the debates during the tournament, which began five years ago. The rulers who advanced to the Final Four last year, Attaturk, Babur, Sejong and champion Monkut, each lost in the first round this year.

Students research their roles and try to dig up dirt on their opponents. They field questions from their opponents, teachers and classmates. Many dress the part. Some charismatic leaders even recruit followers to smear the competition. Honest Abe, complete with beard and stove-pipe hat, came out swinging during the Lincoln-Tokugawa debate. He breezed through his accomplishments and dressed down his opponent for wearing dresses and “chopsticks in his hair.” He left the podium and waded into the audience, a la Clinton debating Bush and Perot in 1992, and slipped Tokugawa a few underhanded compliments. “He is kind of a bulldog,” Lincoln said of his opponent. “I had two bulldogs, myself. I called them Grant and Sherman.” Tokugawa played it clean, addressing Lincoln as his “good friend” and politely suggesting the president was merely a smooth talker. Lincoln, after all, ruled over only one civil war, whereas Tokugawa ruled over many.The class voted, and Lincoln advanced to the next round as the only American still alive in the tournament.

The Lincoln-Tokugawa debate was the headliner for three other matches in Long’s class Tuesday. Haitian rebel leader Toussaint L’Ouverture, played by Derek Neal, advanced to the next round after he admonished Chinese emperor Qi Huangdi, played by Molly Jaques, for wasting money on the Terracotta Army. The Babylonian King Hammurabi, played by Katrina Kunker in a T-shirt that read “Make love and war,” defeated Mansa Musa of the Mali Empire, played by Kevin Bednar. Hammurabi, who took credit for writing the first code of law, may have bought a few votes when he (she) tossed Mardi Gras beads — Babylonian treasure — into the crowd.

Before her debate with Augustus Caesar, Catherine the Great, played by Stephanie Schmidt, blew her nose and apologized for being “really sick and gross.” Despite her illness, the Russian empress pointed to her record of enlightening the “poor, backward peasants,” and defeated Augustus. Augustus, played by Nick Orr in a hoodie, fought the good fight. The Roman emperor took credit for ridding the calendar of the month Sextilis, and, to recap his many other feats, said “I did what I did, which I did well, by the way.”

FreeRice

What is FreeRice?

FreeRice is a non-profit website run by the United Nations World Food Program and partnered with the Berkman Center for Internet & Society at Harvard University. FreeRice has two goals:
1) Provide education to everyone for free; and 2) Help end world hunger by providing rice to hungry people for free.

On the FreeRice Web site you can quiz yourself on a variety of topics at a variety of levels. For each correct answer you make, FreeRice will donate 10 grains of rice through the UN World Food Program to help end hunger.

Also on the site you can find links to the UN World Food Program, data about how the free rice has helped people around the world, and actions one can take to end world hunger.

• How could you use this Web site in your classroom?
• What interdisciplinary units of study can you see emerging from this web site and the information contained within?
• What other information can you share to help us teach about world hunger?