Monday, December 30, 2013

Happy New Year from History Education Hawaii, Inc.

We agree, and hope you do, too. Hau'oli la hanau! Happy New Year from all of us at History Education Hawaii, Inc., and the National Council for History Education:

"'Happy New Year,” is a kindly expression, that will drop from ten thousand lips, on this opening of the year 1854. May our readers not only repeat and re-repeat the wish, but may they also do something to make their friends, neighbors and fellow-men happy.

A kind word is valuable, but a kind act is better. Let all contentions be buried in the grave of the dying year. Forget what is evil, and keep in lively remembrance what is good. Hereafter strive to make all with whom you associate, more happy.

As you pass along the journey of life, gladden the hearts of your fellow-travellers. Let each day witness your love of peace, desire to do good, and your willingness to act well your part in life.

Then will your days, months and years pass happily away, while you are sustained by the animating assurance that you have not lived in vain."

*From The Friend, published in Honolulu by Rev. Samuel C. Damon, dated January 2, 1854. 

Friday, December 27, 2013

Mystic Seaport 38th Voyagers: Call for Proposals. Go to sea on a historic tall ship, then tell your tale to the world…

Mystic Seaport seeks volunteers to participate in an exciting, unprecedented public-history project onboard the 1841 whaleship Charles W. Morgan. Beginning December 1, 2013, the Museum will accept project proposals by talented, self-motivated adults from a range of disciplines and backgrounds to document and share their experiences during the ship’s commemorative 38th Voyage. CLICK HERE. 
In summer 2014 the Charles W. Morgan will sail for the first time in more than 80 years. During its first 37 voyages (1841-1921), this vessel ventured into all the world’s oceans in pursuit of whale oil and baleen, carrying multi-ethnic crews and coming into contact with many different cultures. Now a National Historic Landmark, the Morgan will sail to seven New England ports, engaging communities with their maritime heritage, raising awareness of the changing perceptions about whales, and furthering ongoing research into whales, whaling, and whaling peoples.

Thursday, December 19, 2013

Education Week: Using History to Invigorate Common-Core Lessons, Sam Wineburg

"Common-core anxiety sweeps the land, and professional developers of curriculum and assessment smell dollars. Flashy brochures promise that once that purchase order is signed, every child will pass the new tests. For a pittance more, they'll make the lion lie down with the lamb.

"District administrators would be wise to lay down their pens. There's a valuable resource right in front of their eyes. It requires no lengthening of the school day, no elimination of art and music, and no endorsement of checks to third-party developers. It's so familiar we no longer notice it. It's called the history/social studies curriculum."
By Sam Wineburg, the Margaret Jacks professor of education and an adjunct professor of history at Stanford University. He is currently on a fellowship in India as the Fulbright-Nehru Distinguished Chair.

Please Support the National Council for History Education -and Please Join Us!

As another year comes to a close, please  support the future of history education in our nation's schools with a tax-deductible donation.

The National Council for History Education, and state councils such as History Education Hawaii, continue to be among of the primary voices to advocate the importance of History in the classroom and beyond. 

Your generosity will enable us to meet future challenges while providing support for existing programs including our outstanding newsletter, History Matters!, and NCHE's  acclaimed national conference.

Give your family, friends, students, or teachers the gift of membership in the National Council for History Education!

Thursday, December 12, 2013

Exploring the Past: Archaeology in the Upper Mississippi River Valley

Walking beside thousand-year-old burial mounds, flaking raw stone into tools, learning how potsherds tell us about human behavior, and understanding how humans adapt to complex, ever-changing environments­our 2014 NEH Summer Institute features all this and more.
The Mississippi Valley Archaeology Center at the University of Wisconsin–La Crosse will offer a three-week NEH Summer Institute on July 14–Aug. 1, 2014.  This dynamic learning experience for K-12 teachers will explore how Native Americans and Euro-Americans have adapted to the Upper Mississippi River Valley over the past 13,500 years, and how archaeology leads to an understanding of how human cultures change and adapt through time. 
The Institute will feature a one-day excavation experience, field trips to archaeological sites, hands-on laboratory and workshop activities, demonstrations, and classroom activities. Individual projects will help participants tailor the content to their own teaching areas. NEH Summer Scholars receive a $2,700 stipend to help offset their expenses.
Application and other information on the Institute is available online at  The deadline for applications is March 4, 2014.

Monday, December 9, 2013

Update: Our Programs Page

We're delighted to report to our readers and visitors that the History Education Hawaii Programs page  has been updated. Go here to take a look

History Education Hawaii "invites you to come immerse yourself in history education. Our doors are open to history educators, history students, historians and history buffs from all walks of life. Our ever-evolving programs are the centerpiece of our on-going efforts to promote history and facilitate the prosperous future history educators deserve."

In 2014 we will be issuing a call for submissions to our online journal of history (in development). We look forward to co-sponsoring the annual Hawaii History Bee and Bowl, recognizing history education leaders in Hawaii, online-based professional development for history teachers, and more! 

We believe in providing entertaining, informative and memorable opportunities for all who love history. Come join our journey together! 

Saturday, December 7, 2013

National History Club Fall 2013 eNewsletter

We received news from Bob Nasson, the executive director of the National History Club. 

The Fall 2013 eNewsletter of the NHC is now online. You can view it at this link.

What does the National History Club do? Read on:

The National History Club Inc. (NHC) inspires students and teachers to start History Club chapters at high schools, middle schools, and within other student and community programs. Members of local History Club chapters participate in local and national programs, and create their own projects and activities. The NHC also provides chapters with resources and services that will help them increase the activity and impact of their history club. To date, 475 History Club chapters at high schools and middle schools in 44 states have joined the NHC, and there are over 14,000 student members. Schools are free to decide whether their chapter will be a regular History Club or a History Honor Society.

Please consider creating a NHC in your Hawaii-based high school or middle school! We're partners with the National History Club! For more information go to 

It was 72 Years Ago Today...

Monday, December 2, 2013

Summer Institute for Secondary School Teachers 2014 – Federal Trials and Great Debates

Secondary school teachers of U.S. history and government are invited to apply for a summer institute, Federal Trials and Great Debates in United States History, to be held June 22-24, 2014 in Washington, DC. 

NOTE: Completed applications must be postmarked no later than March 1, 2014.

The institute is co-sponsored by the Federal Judicial Center and the American Bar Association Division for Public Education. 

The institute will provide teachers with the training and resources to engage students in the history of landmark federal cases. 

This year’s institute will study the Sedition Act trials of 1798-1800, the trial of Prohibition era bootlegger Roy Olmstead, and the Pentagon Papers cases. 

Faculty will include Saul Cornell of Fordham University, Richard Hamm of the University at Albany, and Geoffrey Stone of the University of Chicago Law School. 

Teachers will visit the Supreme Court and the U.S. Courthouse for the District of Columbia, and will participate in a workshop at the National Portrait Gallery.

Participation will be limited to 20 teachers. Travel, lodging, and meal expenses will be reimbursed.

Further information and application materials are available online at this link

Bruce Ragsdale, director
Federal Judicial History Office

Sunday, December 1, 2013

Awards and Prizes (2014): Western Association of Women Historians

The Western Association of Women Historians was founded in 1969 to promote the interests of women historians both in academic settings and in the field of history generally.
Drawing scholars from the Western states, the WAWH is the largest of the regional women's historical associations in the U.S.
WAWH offers a variety of prizes and awards. Please click this link for details and how to qualify

NEH Summer History Programs for School and College Educators 2014

Each year, the National Endowment for the Humanities (NEH) offers tuition-free opportunities for school, college, and university educators to study a variety of humanities topics. Stipends of $1,200-$3,900 help cover expenses for these one- to five-week programs.
For more information and application instructions, please visit the websites for individual programs on history and history education. Hawaii educators are strongly urged to apply. Links are provided here. 

Friday, November 29, 2013

Fred Korematsu Institute: FREE Teaching Kit Available

Fred Korematsu is remembered for his courageous fight against the Japanese American Internment which led to the 1944 Supreme Court case, Korematsu v. United States. Fred Korematsu was exonerated almost 40 years later and was eventually awarded the Presidential Medal of Freedom by President Clinton.

The Korematsu Institute wants to send you a FREE Teaching Kit that helps teachers instruct on the life of Fred Korematsu and the overall Japanese American internment during World War II.

We hope you inform your teachers about this FREE Teaching Kit, and help us spread teaching materials about pivotal story in U.S. History.  

The Korematsu Institute has a wealth of free teaching materials that help students learn about Fred and the Japanese American internment during World War II.  Items include:

*  a K-12 teaching guide,
*  a Fred Korematsu classroom poster,
*  videos appropriate for students at all grade levels,
*  a one-day lesson plan/PowerPoint presentation,
*  the 24 minute version of the Emmy Award winning video, “Of Civil Wrongs and Rights, the Fred Korematsu Story.”

Fred Korematsu Day is celebrated on his birthday each year, January 30th.  This is a good time to connect Fred’s story with other civil rights champions, examine key civil liberties issues, and remember the stories of the 120,000 people (approximately 70% were American citizens) who were interned in concentration camps without due process of law. 

We want as many teachers as possible to teach about this important part of U.S. and Constitutional history,” says Karen Korematsu, Fred’s daughter.  “We’ve worked with funders to make sure materials are free of charge and also downloadable.”

For more information please contact: 

Evan Goldberg, Coordinator
Education Manager, Fred T. Korematsu Institute for Civil Liberties and Education
Alameda County Office of Education
313 W. Winton Avenue, Hayward CA  94544-1198

Oahu History Bee and Bowl 2013: Pictures and Appreciation!

On Saturday, November 9, the Oahu History Bee and Bowl was held at Iolani School. 

History Education Hawaii, Inc., this year's co-sponsor with The Pacific Learning Consortium congratulates all who made the playoffs and qualified for the National competitions. 

The photos featured here were furnished by David Madden, founder of the National History Bee and Bowl. 

We were very pleased to hear that Hawaii New Now featured news of the tournament. 

We'd like to extend our appreciation to John Bickel and Iolani School. The newest member of the team, Esma Arslan of the University of Hawaii, will be directing future National History Bee and Bowl events in Hawaii.

There's more to come! Island Pacific Academy will be hosting the Hawaii State Championships on Saturday, February 22, 2014. See you there! 

American Antiquarian Society's Common-place November 2013 Edition Released

In the Fall 2013 issue of Common-place:

- Dwight Pitcaithley and Marie Tyler-McGraw tell the story of the Lemmon Case—a trial dealing with states’ rights and slavery far less famous than the Dred Scott case, but that held the potential to more completely overturn the Constitutional order in the years before the Civil War. 

- Lara Langer Cohen offers a glimpse into the oddly conformist teenage subculture of nineteenth-century amateur newspaper publishing. 

- Cybele Gontar charts the history of the production of abolitionist textiles in France.

- Zara Anishanslin gives notes on a manual for raising silkworms. 

All this, along with the latest reviews, poetry, and more, can be found in the new issue, available

Friday, November 22, 2013

TONIGHT: The American Civil War and the Neutrality Act 1861

The American Civil War and the Neutrality Act of 1861
Presented by the King Kamehameha V Judiciary History Center and the Friends of the Judiciary History Center

Friday, November 22, 2013. 5:30pm to 7:30pm

Nearly 5,000 miles away and separated by the vast Pacific Ocean, the Hawaiian Kingdom is often overlooked in the annals of American Civil War history. At the outbreak of the American Civil War in1861, King Kamehameha IV declared neutrality for the Kingdom of Hawaii, yet more than 100 people from Hawaii fought in the war on both sides. 

Who were these men? How did the Union blockade of southern ports in the United States benefit the Hawaiian nation? How did the Civil War contribute to the emergence of Hawaiʻi as a majorsugar producer and exporter?

Neil Dukas, military historian, provides an overview of the islands' military history. Anita Manning, historian, shares residents' reaction to the war. Nanette Napoleon, researcher, tells the stories of Union General Samuel Armstrong and others who fought in the war. Dr. Justin Vance (Hawaiʻi Pacific University) discusses the Neutrality Act and its impact.

This presentation is free and open to the public. Please RSVP by calling (808) 539-4999 no later than November 21, 2013.

Monday, October 28, 2013

'History Paralysis,' Will Fitzhugh


Will Fitzhugh
The Concord Review
14 October 2013
[submitted by invitation to NCHE]

When it comes to working together to support the survival and enjoyment of history for students in our schools, why are history teachers, as a group, as good as paralyzed? 

Whatever the reason, in the national debates over nonfiction reading (history books, anyone?) and nonfiction writing for students in the schools, the voice of history teachers, at least in the wider conversation, has not been clearly heard.

Perhaps it could be because, as David Steiner, former Commissioner of Education in New York State, put it: “History is so politically toxic that no one wants to touch it.”

Have the bad feelings and fears raised over the ill-fated National History Standards which emerged from UCLA so long ago persisted and contributed to our paralysis in these national discussions?

Are we (I used to be one) too sensitive to the feelings of other members of the social studies universe? Are we too afraid that someone will say we have given insufficient space and emphasis to the sociology of the mound people of Ohio or the history and geography of the Hmong people or the psychology of the Apache and the Comanche? Or do we feel guilty, even though it is not completely our fault, that all of the Presidents of the United States have been, (so far), men?

I am concerned when the National Assessment of Educational Progress finds that 86% of our high school seniors scored Basic or Below on U.S. History, and I am appalled by stories of students, who, when asked to choose our Allies in World War II on a multiple-choice test, select Germany (both here and in the United Kingdom, I am told). After all, Germany is an ally now, they were probably an ally in World War II, right? So Presentism reaps its harvest of historical ignorance.

Of course there is always competition for time to give to subjects in schools. Various groups push their concerns all the time. Business people often argue that students should learn about the stock market at least, if not credit default swaps and the like. Other groups want other things taught. I understand that there is new energy behind the revival of home economics courses for our high school future homemakers.

But what my main efforts have been directed towards since 1987 is prevention of the need for remedial nonfiction reading and writing courses in college. My national research has found that most U.S. public high schools do not ask students to write a serious research paper, and I am convinced that, if a study were ever done, it would show that we send the vast majority of our high school graduates off without ever having assigned them a complete history book to read. Students not proficient in nonfiction reading and writing are at risk of not understanding what their professors are talking about, and are, in my view, more likely to drop out of college.

For all I know, book reports are as dead in the English departments as they are in History departments. In any case, most college professors express strong disappointment in the degree to which entering students are capable of reading the nonfiction books they are assigned and of writing the term papers that are assigned.

A study done by the Chronicle of Higher Education found that 90% of professors judge their students to be “not very well prepared” in reading, doing research, and writing.

I cannot fathom why we put off instruction in nonfiction books and term papers until college in so many cases. We start young people at a very early age in Pop Warner football and in Little League baseball, but when it comes to nonfiction reading and writing we seem content to wait until they are 18 or so.

For whatever reason, some students have not let our paralysis prevent them either from studying history or from writing serious history papers, and I have proof that they can do good work in history, if asked to do so. When I started The Concord Review in 1987, I hoped that students might send me 4,000-word research papers in history. By now, I have published, in 98 issues, 1,077 history research papers averaging 6,000 words, on a huge variety of topics, by high school students from 46 states and 38 other countries. 

Some have been inspired by their history teachers, other by their history-buff parents, but a good number have been encouraged by seeing the exemplary work of their peers in print. Here are parts of two comments from authors—Kaitlin Marie Bergan: “When I first came across The Concord Review, I was extremely impressed by the quality of writing and the breadth of historical topics covered by the essays in it. While most of the writing I have completed for my high school history classes has been formulaic and limited to specified topics, The Concord Review motivated me to undertake independent research in the development of the American Economy. The chance to delve further into a historical topic was an incredible experience for me and the honor of being published is by far the greatest I have ever received. This coming autumn, I will be starting at Oxford University, where I will be concentrating in Modern History.” And Emma Curran Donnelly Hulse: “As I began to research the Ladies’ Land League, I looked to The Concord Review for guidance on how to approach my task. At first, I did check out every relevant book from the library, running up some impressive fines in the process, but I learned to skim bibliographies and academic databases to find more interesting texts. I read about women’s history, agrarian activism and Irish nationalism, considering the ideas of feminist and radical historians alongside contemporary accounts...Writing about the Ladies’ Land League, I finally understood and appreciated the beautiful complexity of history...In short, I would like to thank you not only for publishing my essay, but for motivating me to develop a deeper understanding of history. I hope that The Concord Review will continue to fascinate, challenge and inspire young historians for years to come.”

Lots of high school [and middle school] students are sitting out there, waiting to be inspired by their history teachers [and their peers] to read history books and to prepare their best history research papers, and lots of history teachers are out there, wishing there were a stronger and more optimistic set of arguments coming from a history presence in the national conversation about higher standards for nonfiction reading and writing in our schools.

“Teach by Example”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
Varsity Academics®

Saturday, October 26, 2013

2013 Oahu History Bee and Bowl

The 2013 Oahu History Bee and Bowl will be held at ‘Iolani School in Honolulu on Saturday, November 9, 2013

Twenty teams are currently expected for the largest Hawaiian tournament held so far. Registration is still open for additional teams from Oahu. The registration deadline is November 7. See

During the lunch break, the United States Geography Olympiad National Qualifying Exam will be offered for any interested students. The cost is $10 and no prior registration is required – simply be at the school at the time listed below. For further information, please see or email

This event, along with the Hawaii History Bee and Bowl, is sponsored by History Education Hawaii, the Hawaii council of the National Council for History Education,  and the Pacific Learning Consortium. Additional sponsorship partners are welcomed. 

For all queries please email Executive Director David Madden at or via cell phone at (201) 661-3524.

Wednesday, October 9, 2013

National History Club Lessons of Leadership Essay Contest

The National History Club (NHC) has invited chapter members throughout the country to write an essay of not more than 2,000 words (supplemented with a bibliography and endnotes) conveying how a past leader would address a current relevant issue facing our country or the world. 
Using examples of how that leader resolved crises during his/her era, students should look to clearly explain how and why that person would be able to effectively manage and improve upon a pressing matter affecting either our nation or the world.
The essays could develop lessons that emerge in areas including the following: 
-World democracy and poverty.
-The War on Terror.
-Right to Privacy.
-Immigration Reform.
-Human Rights issues. 
These are just a few samples --- feel free to get as creative as possible using unique approaches in selecting both past leaders and issues of importance.
Entries may be submitted in either of the following forms: 
1) Microsoft Word document, or 
2) PDF document. 
All entries must be received by March 15, 2014 and can be emailed to Bob Nasson at rnasson@nationalhistoryclub. org (please type “Lessons of Leadership” in the subject line). 
Essays will be judged by the NHC Advisory Board. Winners will be announced in the middle of April.
First Place - $1,000 
Second Place - $500 (two prizes) 
Third Place - $250 (four prizes)

Tuesday, October 8, 2013

Her Own Words® Stories of Women’s Lives

We just received the following regarding Her Own Words® Stories of Women’s Lives

Please pass the following information on to any members of NCHE Hawaii or elsewhere with interest in Women's studies, oral histories, or American Indian Literatures, culture or history.

I am writing to tell you about the five DVDs in the Her Own Words® series on American Indian Women's Stories:

Big Sister, Little Sister
Her Mother Before Her: Stories of Mothers & Grandmothers
Mountain Wolf Woman: 1884-1960
Sisters & Friends
Winnebago Women: Songs & Stories.

All five DVDs feature women speaking directly to the audience in their own voices and in their own words (in Mountain Wolf Woman’s case, the words are hers, but her granddaughter is the narrator).  Lengths range from 15 to 22 minutes.

Tribal College: Journal of American Indian Higher Education called these videos “excellent examples of the oral tradition.  The stories are told by the women who experienced them rather than as interpretations by others.  

These films bring back something we need to do in our own families." School Library Journal said that “Big
Sister, Little Sister makes effective use of personal narrative. Viewers will find this short film a touching testament to family, the Native American experience, and the aspects of life that we all share.”

The DVDs are available individually; an order form is on our website,

Her Own Words® Stories of Women’s Lives
PO Box 5264
Madison WI 53705-0264

Monday, October 7, 2013

The National History Bee and Bowl and the US Geography Olympiad are Returning to Hawaii!

Welcome to a new year of history and geography quiz competition! 

The National History Bee and Bowl (NHBB) and US Geography Olympiad (USGO) are excited to announce the start of our competition season with lots of ways for your students to compete. 

Go to this link for a photo album of the 2012 competitions at Iolani School, Honolulu

As always, registration for our tournaments is done online at for high school level History Bowls, for high school level History Bees, for the Middle and Elementary School History Bee, and at for the USGO National Qualifying Exam. 

Also, note that for the high school History Bee and USGO, same-day registration is permitted – the online option is provided simply if you need an invoice. History Bowl registration (which is required) remains open until 2 days before each tournament, though earlier registration is always appreciated.

With those administrative messages out of the way, here is the current tournament calendar for Hawaii:

Saturday, Nov. 9 – C Set – Oahu History Bee and Bowl, Iolani School, Honolulu

Saturday, Feb. 15 – B Set – Hawaii History Bee and Bowl State Championships, Island Pacific Academy, Kapolei

For elementary and middle schoolers, you are welcome to come to the Nov. 9 tournament, but we will only be 
using high school level questions there, so unless we get 4 separate elementary and middle school Bowl teams or at least four students in the Bee, students competing here may play against high schoolers in the Junior Varsity division.

Also, there is a different version of the USGO exam for each set of questions a tournament runs on. The USGO is certainly open to middle and elementary school students, who compete together with anyone born after July 1, 1998 in the Junior Varsity division of USGO. Junior Varsity for the History Bee and Bowl is, as in the past, defined as 10th grade and younger. 

For more information, including a few practice quizzes courtesy of our new Sri Lankan host school (!), please, and

We’ve also added a new preparation guide at: If you have any further questions regarding the high school division, please email NHBB Executive Director David Madden For questions on the Elementary and Middle School Division, please email Elementary and Middle Director Eric Huff at

The Concord Review Returns to Print

Academic Publisher’s triumphant return to print thanks to Print-on-demand technology

The 26-year-old academic quarterly journal, The Concord Review, returns to print—thanks to new automated printing services.

Oct. 1, 2013 - SUDBURY, Mass. -- The Concord Review is back in print.  After publishing a printed edition for 23 years, this unique scholarly journal for the outstanding history essays of serious high school students was forced to go to online-only distribution three years ago.  Thanks to new Print-on-Demand technology, the Review will offer subscribers physical copies again beginning with the Fall issue.

The Concord Review is the only quarterly journal in the world to publish the academic research papers of secondary students. But the recession undercut much of the donor support that helped this 501 (c) 3 non-profit produce the 250-page journal, and in 2010 the decision was made to produce the Review in eBook form only.

New Print-on-Demand (POD) services, which allow quick printing of small numbers of publications, enable The Concord Review (TCR) to print just those copies for which they have orders.  This eliminates the need for production over-runs, warehouse costs, etc.  Copies are shipped directly from the printer to the subscriber.

TCR is the latest of smaller publishers to be rescued by the new technology. “We feel like a phoenix rising from the ashes,” says founder and publisher, Will Fitzhugh.  “It’s given us back the power to reach all of our readers in the format they prefer.”  Fitzhugh also offers special issues on the Kindle and has been experimenting with individual issues via POD. “The latest advancement gives us the ability to sell subscriptions, and to have each copy printed on demand and shipped to the individual subscriber directly.  It requires less administration and less capital to print an issue.”

Despite the huge popularity of eBooks and eMags, many institutions, like schools and libraries, still prefer the printed edition to circulate to their readers. History teachers use the essays in their classes. Authors featured in the Review purchase copies for themselves and prospective colleges, family members, etc. After leveraging eBooks to stay “in print” during the recession, POD is now reuniting TCR with a large part of their readership.

Spurred on by these developments, TCR is now offering gift subscriptions. Many of their supporters have wanted to share the inspiring work in the Review with young scholars in their lives—like nieces, nephews and grandchildren.  The gift subscription allows them to "sponsor" a young scholar, or even a whole high school class, by gifting a year of the Review, to show students the exemplary work of some of their peers.

Many of their authors have sent reprints of their papers with their college application materials, and they have gone on Harvard (120), Oxford (13), Pennsylvania (23), Princeton (63), Stanford (38), Yale (98), and a number of other fine institutions, including Amherst, Berkeley, Bryn Mawr, Caltech, Cambridge, Chicago, McGill, Middlebury, MIT, Reed, Smith, Trinity, Tufts, Virginia, Wellesley, Wesleyan, and Williams.

The Concord Review provides a splendid forum for the best student work in history.” says Diane Ravitch, Senior Scholar at New York University. “It deserves the support of everyone in the country who cares about improving the study of history in the schools.”  Other supporters include noted Historians Arthur Schlesinger and David McCollough, and Dean of Admissions at Harvard College, William Fitzsimmons.

"We are fortunate that we have always had a large number of supporters who admire the work of our authors, and believe in our mission." said Fitzhugh.  "Once again, we have a way to get the Review back in their hands.  It's fantastic."

Thursday, October 3, 2013

From The Concord Review: History Courses from a Student's Perspective

History Education Hawaii, Inc., received this in an email from Will Fitzhugh, founder and publisher of The Concord Review:

Callie Phui-Yen Hoon [from Singapore] Deerfield Academy, Class of 2015 
“I would love to see more history classes offered at high schools nationwide andmore of them allowing students to write long papers over the course of the academic year.”

1. When did you first become interested in history?
Enrolling at Deerfield Academy, a private high school in western Massachusetts, and taking my first history course there piqued my interest in history. This class was one of the many Deerfield offered, and was entitled "The West in the Modern World." It surveyed European history from the Renaissance to current times. I had been a world traveler since I was young, hence the course material—peppered with primary sources—was not only captivating but also engaging. Deerfield’s Socratic pedagogy centering on class discussions honed my verbal and literary skills. In addition, my teacher Mr. Michael Silipo was at once knowledgeable and passionate, and over the course of a year patiently nudged the budding historian out of me. Deerfield developed my interest in history.

2. Which period of history currently interests you the most? Why?
I particularly enjoy the post-World War II period, especially the Cold War between the U.S. and Soviet Union. Tracking the rapid technological and scientific progress of the late 20th Century fascinates me, from the first microchip to the spread of nuclear power, and how it interweaves with historical developments. My Concord Review paper on the link between the 1986 Chernobyl disaster—the product of a revolutionary nuclear generation—and the dissolution of the Soviet Union lies within the ambit of my interest.

3. What do you see yourself doing in the future?
I see myself taking many more history courses prior to my graduation from Deerfield, especially those focusing on the West. Over the rest of my high school career, I aim to write more research papers and continue reading books outside of class to nurture this passion. I would like to major in both history and art history in college. I would then pursue graduate school and eventually become an academic.

4. Is there anything else you would like us to know?
I would love to see more history classes offered at high schools nationwide and more of them allowing students to write long papers over the course of the academic year. I would like to thank The Concord Reviewand its founding editor Mr. Will Fitzhugh for giving high school students around the world—including myself—the only forum to have their history research papers publishedThe Concord Review enshrined my abilities in history, and I am incredibly honored to be a part of it.