The Design, Development, and Implementation of Funded Transdisciplinary Digital History Projects: Illustrative Cases of K–16 Collaboration in Action 

AHA Session 155
Friday, January 5, 2018: 3:30 PM-5:00 PM
Hampton Room (Omni Shoreham, East Lobby)
Craig Perrier, Fairfax County Public Schools and Northeastern University
Nai-Ching Wang, Virginia Tech
David Cline, San Diego State University
David Hicks, Virginia Tech
Kurt Luther, Virginia Tech
Kelly McPherson, Kipps Elementary School
Craig Perrier, Fairfax County Public Schools and Northeastern University
Paul Quigley, Virginia Tech

Session Abstract

This panel introduces two funded digital history projects that enhance the teaching of historical inquiry in K-16 settings. The first project “Mapping the fourth of July in the American Civil War Era: A Crowdsourced Digital Archive” introduces secondary and college students to crowdsourcing within their US history courses. Mapping the fourth focuses on the Civil War Era and has students join a larger community of citizen archivists interested in historical knowledge growth through investigating how Americans celebrated one specific day during this period- July 4th- Independence Day. Funded by the National Archives and Records Administration, Mapping the Fourth provides a series of innovative assignments to teach history of inquiry-based learning. The second project “Exploring the Potential of Mobile Augment Reality for Scaffolding Historical Inquiry Learning” introduces CI Spy - an augmented reality application that allows fifth graders to “see” the impact of school segregation by investigating a forgotten local history through the derelict historic site of a former African American school (Christiansburg Institute). This project brought together fifth grade teachers, public historians, computer scientists and teacher educators to develop a unit where students use CI Spy to explore the question “If this place could talk, what would it tell us about the people who were here 50 years ago?” CI Spy enables students to first “see” the campus grow and decline through true to scale 3-D models of each campus building and then enter key buildings to analyze historical sources as part of the inquiry.
See more of: AHA Sessions