Heather Pang's Blog

Not the End of year reflections: A year of history and making

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by Heather Pang -

I started this post in May. I worked on it a bit in June. Then I abandoned it, lonely on my computer, until I stumbled on it this morning.  So I finished it off (just a little proofreading) and I share it now, even though we are far from the end of the year, and I don’t know if it will resonate with anyone here in the middle of the crazy beginning of the year season. 

Thinking about making and history at the end of the year.

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Making and National History Day

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by Heather Pang -

In some ways, National History Day (NHD) is rather “old school,” a science fair style research competition for history. I started requiring my students to participate in NHD because I saw the potential for deep research and thought, a good match with our department history “habits of mind” and a great opportunity for students to pick topics that they cared about.

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Just in Time Teacher Learning

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by Heather Pang -

One of the things I like about letting students decide what they need to make for their projects is how much learning takes place between the moment they say "I want to make a model of the Taj Mahal to show how the architecture reflects the way Shah Jahan wanted to memorialize his wife" and the finished project.  For me, as a teacher, that is when a great deal of learning takes place.

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A little holiday historic making

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by Heather Pang -

I have some trouble thinking about the 1970s as far back in history, but the White House History twitter feed gave us this gem last week: Betty Ford's holiday card from 1975 included a pattern for a home made holiday orniment, the Clothespin Cardinal.

So, as a historian and a fan of making, I sewed one last week on our "rain day" (feel free to laugh, but we did have a lot of flooding, and some dangerous travel conditions, so call it an overabundance of caution).

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Where is the line?

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by Heather Pang -

Every teacher in every classroom contemplating a project plan faces the question of how much guidance, how many constraints, how much help to give students. I have been thinking about this problem in particular for history projects where the content is specific, for example the invention of the telegraph and its effects on American society.  But I have also been thinking about it in terms of the larger movement, and the role of kits in teaching and learning.

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I made Brogan's Box

Fellow

by Heather Pang -

I finally got around to making Brogan's cool box. And I got it together only braking one bit.

The first picture shows the box starting to go together.

 

The second photo shows the clip piece, and my one hint is to squeeze the sides before tying to put them into the assembly.

The final photo shows the completed box.

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