Teachers Discovering History As Historians

Deb Pifer

NHD Project Summary

Falconer Central School

Deborah Pifer

Falconer Central School

Reflections on NHD of 2008

This has been the first year Kathie Chaffee and I pushed all five fifth grade teachers at Fenner to participate in NHD.  The result was an academic success, but, as with most first runs, there were pitfalls.

            What I’ve learned:

• I cannot assume all students receive the same information, instruction, and encouragement as to the written research report and/or the display.
  
  
  What I’d change:

• Next year all 5^th grade parents and students will be informed (by me) at the September parents’ meeting and again in January of the research task and how it can be embellished by coordinating it with the Scholastic Fair projects that most fifth graders create.

• Rules and suggestions need to be written out and explained in detail for everyone involved…students and teachers alike.

• When scheduling the Scholastic Fair and National History Day, discussion and consideration should include either dual usage of one display for both requirements or time span that allows for completion of two displays.

• The NHD theme most be stressed/ demanded and be used in the introductory paragraph and the closing paragraph of every document.  Students must adhere to the theme.

• Begin the research report in January, not in March, to insure enough time for step-by-step instruction, especially for inclusion students.

• Do not assume students did research last year.  It is not always the case.
  
  
  Student response:

My students felt the experience (researching, writing, and reading the research report) was fun and educational.  They enjoyed being allowed to choose their own topics and sharing what they learned with others through the reading.

My students disapproved that several students were directed to use the same topic, George Washington, making instruction easier for teachers.  Besides being boring for the audience, it did not afford those students the chance to search for their own topic. They also complained that, due to scheduling problems, whole classes left the proceedings for special classes and lunch.  This was disappointing & unfair, as the classes left behind to read had a tiny audience and little chance of earning a “student’s choice” award.

Suggestions made by my students included:

1. Create a “student’s choice “ award for displays too.

2. Invite lower grade to stop in during the day so they could experience NHD.

3. Secure a better speaker system (no feedback).

4. Block the day so there are no pullouts.
    

            Contribution to academic achievement:

Our struggles & successes (and fielding teacher complaints) led to the discovering of a forgotten 1998 – 2000 FCS curriculum document unknown to most of the current FCS teaching staff.  It documented research requirements for all students K-12 through a spiral set of skills. This guide is now being revised and will be required curriculum in our schools.  Thanks to our 5^th grade NHD project, K-12 will be working together with a functional set of specific requirements all aimed at the same end goal, the senior research paper.  As to my fifth grade students, they feel like they have accomplished something great and are proud and relieved. 

 

Deborah Pifer Reflection in Word

 

www TDHAH.com

Jamestown Public Schools

197 Martin Road

Jamestown, NY 14701

Project Director: Paul Benson
716.483.7112
Fax: 716.483.7104

Web Design and  Research Team:
 Paul Benson
 Pam Brown
 Rick Bates
 Carol Shick
 Rick Walters
 Mike Swanson