ABC-CLIO Solutions Helps Nevada Student with National History Day Contest

Each year more than half a million children across the country participate in the National History Day Contest. Students are challenged to choose a historical topic related to the annual theme, and then conduct primary and secondary research. They are then asked to present this research in a creative way via performance, exhibit, documentary or website.

This year student Bennett Wallace's creative website on Valley Forge has been selected from his state to compete at the national level. Bennett used ABC-CLIO Solutions as his primary source of information in creating his website. We took a moment to ask Bennett about this project and how ABC-CLIO Solutions helped him create his winning website.

Screen shot of Bennett's webpage. Visit it here: http://94560837.nhd.weebly.com/index.html

ABC-CLIO (AC): Why did you choose this topic?


Bennett Wallace (BW): I chose Valley Forge as a topic because I had visited the Valley Forge National Park when I was 11 and learned so many interesting things there about how Valley Forge was a turning point in the war. I felt like it would fit the topic perfectly. 

AC: How did ABC-CLIO resources help your research for this project? 

BW: ABC-CLIO resources helped me so much on this project because it was quick and easy to find reliable sources from their database and they even have the MLA citation at the bottom of each source. ABC-CLIO made it easy to cite sources for my annotated bibliography. 


AC:What challenges did you face during the course of this project? How did you overcome these challenges?

BW: The challenges I had during this project were trying to keep under the word limit. There is quite a lot of information on Valley Forge and I wish I could have added more.  Another problem I faced was making the annotated bibliography. I used so many sources that it was hard to cite them all. I overcame these problems by getting rid of some pages on my website and also by using sites like EasyBib and ABC-CLIO that made making my bibliography easier. 

AC: What surprised you the most about your subject during the course of your research?

BW: The thing that surprised me most about my subject is that Valley Forge was a turning point not only in the Revolutionary War but also in George Washington's life and really our country's history.  Also, what surprised me were the conditions at Valley Forge and how harsh the winter was.  

...

We also asked Bennet's teacher, Lindsey Clewell, for her perspective on the ABC-CLIO and the project:

AC: What made you decide to have your students participate in the contest? 

Lindsey Clewell (LC): I heard about National History Day from the coordinator of Social Studies for Washoe County, Sue Davis.  I thought that this sounded like an amazing opportunity for students to learn lifelong skills while researching something they are interested in.

AC: What did you find most useful about ABC-CLIO Solutions for your students while working on this project? 

LC: ABC-CLIO offers students reliable information.  In today’s world students have the tedious task of sorting through information to find out what is correct and reliable. ABC-CLIO offers a resource that students can go to and know that the information they are reading about is accurate. 

AC: What challenges did you face during the course of this project? How did you overcome these challenges? 

LC: I feel the biggest challenge of this project was teaching the students what is a reliable resource and what is not. They are used to going to Google and typing in a search term and believing everything they read is reliable. To get them digging a bit deeper into the resource and asking the questions, “Where did this source come from?” and “How do I know if this is reliable?”, was a task that is important and something that we spend a lot of time on. I also made sure to give my students websites that are reliable and offer many primary and secondary resources. This is a skill that my students will need to know throughout their lives and is one that is worth spending extra time to teach. 

AC: How does ABC-CLIO Solutions compare to other research tools you've used in the classroom?  

LC: ABC-CLIO is easy to navigate for students and this is why my students tended to gravitate to the source.  Their generation is used to getting answers fast and ABC-CLIO offered great answers in a timely manner.  My students found multiple resources relating to their topic in one place and they really enjoyed this online resource as a primary source that they used. 

...

We asked Christine Hull, Director of Social Studies and Content Literacy Programs at the Nevada Department of Education, to give her feedback on how ABC-CLIO Solutions plays a role at the state level:

AC: What made you decide to have NV schools participate in the contest?

Christine Hull (CH): When I took the position I am in currently I inherited the role of History Day Coordinator for the State of Nevada. I encourage schools to participate in this contest because the process to prepare their projects aligns with Common Core as well as gives the teachers an authentic learning and assessment opportunity in their classrooms. I really believe the process is the most important part of the entire contest. The Director of National History Day, Cathy Gorn always says, History Day is every day! I truly believe that and the skills that students learn through this process truly are preparing them for their next step in education.

AC: What challenges did you face during the course of this project? How did you overcome these challenges?

CH: Our state is so diverse in geography and population. We are unable to have one state contest like every other state so the first time our entire delegation meets is in Maryland. We also run into problems reaching our districts in the eastern part of the state and something that I would really like to focus on in the future.

AC: How has ABC-CLIO Solutions helped you accomplish your overall goals for the social studies programs in NV schools?

CH: Having the ABC-CLIO Solutions available to every K-12 student in the entire state makes it so great for me to encourage teachers to use this as their starting point for research. Knowing that they can all access the same articles and resources I know that if I show an example during a webinar or face to face training that everyone has access to a trusted source of information.

AC: How has ABC-CLIO Solutions helped NV teachers to implement the Common Core State Standards?

CH: Our teachers are loving the ability to search by not only content standards but also by CCSS. Using the primary sources and articles available in ABC-CLIO Solutions gives our teachers the ability to have an updated textbook of sorts that is aligned to the types of literacy activities they are implementing in their classrooms. 

...

If you haven't already explored ABC-CLIO Solutions, sign up today for a FREE trial!

ABC-CLIO's American History online solution

Practical Guidance for Teaching a Difficult Subject

One of the reasons ABC-CLIO created its newest online resource Modern Genocide: Understanding Causes and Consequences is to help students better understand and help educators better teach this difficult and complex topic. Despite general agreement that the subject of genocide should be covered in high school and college classrooms in the United States, aside from coverage of the Holocaust, the larger topic of genocide is often omitted from textbooks, leaving educators with little support in tackling this sensitive subject.

The below excerpt is a sample lesson taken from the Support Center which is included with all ABC-CLIO Online Solutions. If you are not already a subscriber to the Modern Genocide online resource, sign up for a 30-day trial today to gain access to the articles in this lesson and much more.

Overview

In this lesson, you will learn about the problems surrounding the definition of genocide by examining key documents which are commonly used to define genocide and examining categories and wordings in these documents that complicate the matter at hand. You will also closely look at a genocidal event to examine the problems that have arisen in defining genocide.

Resources: Access to Modern Genocide, including the following:

•    Holocaust [Entry ID: 1771182]

•    Armenian Genocide [Entry ID: 1691734]

•    Rwandan Genocide [Entry ID: 1765743]

•    UN Convention on the Prevention and Punishment of the Crime of Genocide(1948) [Entry ID: 1758431]

•    The Eight Stages of Genocide (1996) [Entry ID: 1771570]

•    Graphic Organizer: 3-Column Table.

     •     Available in the documents section of this lesson.

Directions

Activity 1: Day 1

Prepare:

At the beginning of the class session, read the following two documents closely.

• UN Convention on the Prevention and Punishment of the Crime of Genocide (1948)

• The Eight Stages of Genocide (1996)

Consider the differences in how these documents define the concept of genocide. Also, consider the years these were written and the events that might have recently occurred during that time that shaped how the people who wrote these documents viewed or thought about genocide. Write the different categories identified in these documents regarding potential victims of genocide as well as the exact wording (i.e., Article 2 in the UN Convention) as to what criteria is necessary for an event to be considered a genocide.

Investigate:

Having read these documents, answer the following questions:

·    UNCG Article 2 states that genocide requires the "intent to destroy"? What might be some of the problems in regards to proving "intent"?

·    Article 2 also stipulates that there must be a concerted effort at the destruction of "in whole or in part, a national, ethnical, racial or religious group." What might be the issue with the phrasing "in part"? How does the Eight Stages of Genocide model engage these issues?

·    Consider other items discussed in UNGC Article 2. What would be some challenges in attempting to prove any of these acts? For example: "Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part."

·    Why would groups based on political affiliation, gender, or sexuality not be included in the UNCG definition? Consider the time it was written. How does the Eight Stages model discuss these groupings?

·    Why is it important to continue to study the causes and consequences of genocide in the 21st century? Considering the wording of the Eight Stages of Genocide model, how has the definition of genocide continued to evolve over time?

After a few minutes, your teacher will bring the class together to discuss the answers to these questions.

El Día de los Muertos (Day of the Dead)

The following is an excerpt from Carrasco, Davíd and Scott Sessions. "El Día de los Muertos 2011: Background." The American Mosaic: The Latino American Experience. ABC-CLIO, 2011. Web. 25 Oct. 2011:

One of the most meaningful yearly celebrations in Mexico, in fact throughout Latin America, is El Día de los Muertos (Day of the Dead), celebrated for nearly a week at the end of October and the beginning of November. This elaborate celebration, dedicated to the cult of the dead (also referred to as Todos Santos—All Saints' Day), combines pre-Columbian rituals and beliefs with Catholic practices and symbols. Although Day of the Dead rituals are complex and difficult to categorize, the central idea is that during this period of public and private (family) rituals, the living and dead family members and friends are joined together in an atmosphere of communion and spiritual regeneration.

Important elements of Day of the Dead festivities in Central Mexico were practiced by Aztecs and have become integrated into the Catholic traditions of Mexico and other parts of Latin America. This same pattern of images of the dead, altar, food offerings, incense, and communion is carried out today. It is important to note that the rituals, symbols, and elaborate decorations of home altars and cemeteries differ somewhat according to region. Some communities emphasize cemetery altars and decorations, whereas others emphasize the processions between home and cemetery. Still others make unusual efforts to decorate their home altars to dead ancestors in baroque, lavish ways. But all Day of the Dead celebrations focus on a spiritual covenant between the human community and supernatural entities of deceased family members, friends, or saints. What is outstanding in all cases is the belief that what happens during one's life here on this earth is dependent, in part, on treating the dead well. People believe that if the dead are not worshipped, nurtured, and remembered in the proper manner, their own economic security, family stability, and health will be in jeopardy. Therefore, careful and generous preparations are carried out.

Discover more on the history and traditions of El Dia de los Muertos—from its roots in both pre-Columbian and Christian rituals to contemporary forms of celebration in Latin America and the United States—by checking out the full Feature Story on the Latino American Experience. If you are not already a subscriber, click here for a free trial.


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Additional Resources

Daily Life of the Aztecs, Second Edition
Davíd Carrasco and Scott Sessions
Greenwood, 2011


Examine the fascinating details of the daily lives of the ancient Aztecs through this innovative study of their social history, culture, and continuing influence, written from the perspective of the history of religions.

Encyclopedia of Latino Popular Culture
Cordelia Chávez Candelaria, Arturo J. Aldama and Peter J. García
Greenwood, 2004


This 2-volume set is the first to encapsulate the breadth of Latina/Latino popular culture and its impact on the wider American culture.

Dictionary Of Chicano Folklore
Rafaela G. Castro
ABC-CLIO, 2000


Dictionary of Chicano Folklore charts the rich religious, social, artistic, and cultural heritage of Mexican Americans, who continue to evolve the customs and rituals connected to their Spanish and indigenous roots and the Spanish language.

Native American Heritage Month

November is Native American Heritage Month!

- Guest Post from Dr. Loriene Roy

Twenty years ago the first Native American Heritage Month became official. Now, November is a time to recognize the histories, challenges and injustices, achievements and accomplishments, and modern-day lives of the hundreds of American Indian nations that reside within the borders of the country we know as the United States.

In this blog entry I will identify ways to commemorate this month in your community and in your home. Along the way I will provide recommendations for reading and viewing. Check in with your school or public librarian to locate these—or similar titles. 

Begin your celebration of Native American Heritage Month by discovering and participating in events that may be planned in your local community. My own town of Austin, Texas, hosts the largest one-day free powwow, attracting an audience of 50,000. (This year our powwow takes place on Saturday, November 6.) Powwows are contemporary pan-Indian, inter-tribal gatherings featuring dance, clothing and regalia, music, and often food, shopping, storytelling, art instruction, and displays of etiquette and humor. 

You might want to prepare for your powwow attendance. Three of my favorite publications about powwows are children’s picture books:

• Ancona, George. Powwow. San Diego: Harcourt Brace Jovanovich, 1993.
• King, Sandra. Shannon: An Ojibway Dancer. Minneapolis: Lerner, 1993.
• Smith, Cynthia Leitich. Jingle Dancer. New York: Morrow, 2000. 

At this point you might have a number of basic questions. The most common question I hear is “What is the correct way to refer to American Indians?” I, myself, prefer the general use of the phrases, “American Indian” or “Native” to refer to indigenous peoples of the United States, while I use “First Nation” or “aboriginal” to refer to indigenous peoples in Canada, aboriginal to refer to indigenous peoples of Australia, and “indigenous” to refer to Native peoples in various areas of the world. When referring to a specific person, I use that person’s tribal affiliation. The best rule of thumb is to ask what is appropriate or what someone’s preference is. You can read an answer to this and other frequently asked questions in this book: Do All Indians Live in Tipis? Questions & Answers from the National Museum of the American Indian. New York: Collins, 2007.

A second good source to help the general public learn about tribal nations within the United States is “The American Indians and Alaska Natives in the United States Wall Map” that is available on the U.S. Bureau of the Census website.

One of my favorite sources of information about protocol, or etiquette, in working with Native communities is the many publications of the Alaska Native Knowledge Network. The “Guidelines for Respecting Cultural Knowledge” is especially useful in that it provides advice for authors and illustrators, curriculum developers and administrators, educators, researchers, and others.

Another great activity to plan in National Native American Heritage Month is to view a film about Native peoples. Check the programming schedule for your public television program. This month, KLRU, our PBS affiliate in Austin, Texas, is rebroadcasting “We Shall Remain,” the five-episode American Experience Series that first aired in late spring 2009. “We Shall Remain” tracks the themes of leadership and resistance through key events occurring from the 1600s to the 1970s. You can view the full episodes (and their transcripts) on the “We Shall Remain” website, which hosts a teacher’s guide and other content, including ReelNative. ReelNative is a collection of videos produced by Native people today. A twenty-six page library event kit for “We Shall Remain” is located here. You can use the event kit to plan activities such as storytelling events, reading circles, workshops, art contests, discussion forums, and film festivals. One of the unique features of the library event kit is the one-page “Guidelines for Evaluating Media about Native Peoples.”

This November, another film that may air on your public television station is part of the Independent Lens series. “Reel Injun: On the Trail of the Hollywood Indian” traces the depiction of American Indians in film from the silent film area to today.

Libraries, museums, and archives might sponsor speaker events and/or exhibits during the month. Even if your community cultural heritage centers are hosting such activities, you can participate by visiting online exhibits. The online exhibits of the National Museum of the American Indian are located here. 

You can supplement these visits and viewings by reading and listening! Two national radio programs that may air live (or provide episodes in archived podcasts) are “Native America Calling: The National Electronic Talking Circle" and “Indigenous Politics: From Native New England and Beyond”. Recent topics covered on these radio programs include music, national and local elections, education issues, and an ongoing book of the month and “Native in the Spotlight” features. 

Contemporary issues are covered online in newspapers. If you are following the activities of a specific tribe, check to see if they have a tribal newspaper that has an electronic presence. For example, the Navajo Times. You might receive updates from these and other media sources through Facebook pages or electronic media lists.

Libraries will have many resources by and about American Indians. If you are looking for recommendations for young readers, you can start with the books that have received the American Indian Youth Literature Services Awards, given every other year since 2006 by the American Indian Library Association (AILA). Useful information on selecting culturally appropriate materials for you on American Indians is also found on the AILA website. The link to the “Selective Bibliography and Guide for "I" Is Not for Indian: The Portrayal of Native Americans in Books for Young People” is located here. AILA has also co-developed the “Talk Story: Sharing Stories, Sharing Culture” website with the Asian/Pacific American Librarians Association (APALA). You can use content on the “Talk Story” website to plan community or family storytelling events and included are lists of recommended books. 

Finally, I would like to share my personal “Ten To Watch” list of indigenous authors whose writings I follow. The list includes authors from North America (the United States and Canada), Australia, and New Zealand.

• Sherman Alexie (Spokane/Coeur d'Alene). Her collection of short stories and poetry was published as War Dances (New York: Grove Press, 2009).

• Louise Erdrich (Turtle Mountain Anishinabe). Her latest novel is Shadow Tag (New York: HarperCollins, 2010).

• Patricia Grace (Maori; New Zealand). She wrote a biography of a Maori World War II soldier and his Greek bride in Ned & Katina: A True Love Story (New York: Penguin, 2009).

• Joy Harjo’s (Muskogee Creek). She published a picture book, For a Girl Becoming (Tucson: University of Arizona Press, 2009).

• Anita Heiss (Wiradjuri Nation, Australia). She writes chick-lit novels, the latest of which is Manhattan Dreaming (Sydney, Australia: Bantam, 2010).

• Leslie Marmon Silko’s (Pueblo of Laguna/Cherokee). Her latest book is a memoir, The Turquoise Ledge (New York: Penguin, 2010).

• Cynthia Leitich Smith (Muskogee Creek). She published a picture book, Holler Loudly (New York: Dutton, 2010).

• Larry Loyie (Creek; Canada). Larry's young adult nonfiction work is his autobiography, Goodbye Buffalo Bay (Oroville, Washington: Theytus Books, 2008).

• Luci Tapahonso (Navajo). Her collections of poetry include Blue Horses Rush In (Tucson: University of Arizona Press, 1997).

• Tim Tingle (Choctaw). His latest picture book, Saltypie: A Choctaw Journey From Darkness Into Light (El Paso: Cinco Puntos Press) is his autobiography.

Whether you are new to powwows or public events, or new to reading, listening or viewing about Native peoples, or you have been a student for some length of time, this month is the time to join with American Indians to celebrate and commemorate their cultures. 

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Dr. Loriene Roy, PhD, is professor in the School of Information at The University of Texas, Austin, TX, and advisory editor for The American Indian Experience. She is Anishinabe, enrolled on the White Earth Reservation, and a member of the Minnesota Chippewa Tribe. She was elected to serve as the 2007-2008 president of the American Library Association. Dr. Roy is the recipient of numerous awards, including two "excellences in teaching" and two "excellences in advising" from the University of Texas at Austin and of the Equality Award from the American Library Association. She is the founder and director of "If I Can Read, I Can Do Anything," a national reading club for Native American children.

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ABC-CLIO Launches 12 New Databases for Higher Education

The launch of our new collection of databases for higher education reflects ABC-CLIO’s commitment to creating a new, student-centered resource genre that answers new needs for research and learning in a digital world. We have integrated core, essential reference content, innovative teaching resources, and thoughtful coverage of the enduring questions that are part of history and the humanities into each of our 12 databases. Each database makes important linkages, connecting the library, course texts, and classroom to support enhanced student engagement, authentic understanding, and powerful research skills. With thousands of primary and secondary sources, fluid navigation, continually updated content, and the noteworthy contributions of scholars, educators, librarians, and subject area specialists, these databases are redefining research for students and educators alike. 

ABC-CLIO offers the following new academic databases:

•    American Government
•    American History
•    Issues: Understanding Controversy and Society
•    World Geography: Understanding a Changing World
•    World History: Ancient and Medieval Eras
•    World History: The Modern Era
•    World at War: Understanding Conflict and Society
•    The African American Experience
•    The American Indian Experience
•    The Latino American Experience
•    Daily Life through History
•    Pop Culture Universe: Icons, Idols, Ideas

To sign up for a free preview, click here.