Kaplon Building Windows Recapture Excitement: Journey Stories opens in Frederick County August 31.
By Rebecca O’Leary, Curator at the Brunswick Railroad Museum.

Brunswick is gearing up for Journey Stories in a big way. The Smithsonian exhibit is rolling into town on August 31 and will feature six weeks of exciting programming and events and will offer visitors the chance to enter an iconic Brunswick building – the site of the V. Kaplon Company, which was Brunswick’s premier department store throughout most of the Twentieth Century.

“We’re especially excited about housing Journey Stories in the Kaplon Building,” said Journey Stories committee co-chair Robin Bowers, of the Brunswick Branch of the Frederick County Public Library. “We participated in the “Stories From Main Street” Youth Access program, during which local students took oral histories from a number of longtime Brunswick residents to produce a feature length video called Brunswick, which will be part of the Journey Stories exhibit and will also be treated to a “red carpet” premiere at the Brunswick Library on October 11.

During this process, we learned that Miss Fanny Kaplon made a yearly trip to New York every November to check out the Christmas displays at stores like Bergdorf Goodman, Saks, and Macy’s. She would return to Brunswick, cover the display windows with paper, and begin preparing the Kaplon Store’s display windows. People in Brunswick anticipated the moment when the paper would come down and the window displays would be revealed for days, and would gather on the streets for the big moment. We’re going to try to recapture that moment by covering the windows in mid-August and then loading in window displays celebrating local traditions and hot spots such as Brunswick’s baseball heritage, our railroad connections, and iconic local businesses such as the Imperial Theatre and the V. Kaplon Co. These window displays will feature artifacts from the Brunswick Railroad Museum and on loan from local citizens. The windows will be revealed at 10am on August 31st during a ribbon cutting ceremony.

In addition to the window displays, the Journey Stories committee has also created an interactive exhibit focusing on the popularity of mail order catalogs like Sears and Roebuck in railroad communities like Brunswick. “Mail order was huge around here,” said Journey Stories committee co-chair Rebecca O’Leary. “People ordered everything from musical instruments to sewing machines to houses.” Visitors will be able to see examples of typical mail order items and will learn more about the area’s Sears and Roebuck homes.

The action isn’t just limited to the Kaplon Building. Journey Stories events will be taking place all over the City of Brunswick. A full day of opening celebration events on August 31st include a Brunswick Stew cook-off contest in downtown Brunswick, displays of Native American hoop dancing, Irish dancing, and raks sharqi, and a special kickoff concert made possible by the Community Foundation of Frederick County featuring GRAMMY nominated performer Ray Owen in Brunswick’s Square Corner Park. Other events included living history demonstrations, festivals, and a gala celebrating the mid-century glory days of the Hawaiian Nightclub (a favorite haunt of Patsy Cline’s!), featuring the Star-Spangled Big Band and the Hub City Lindy Hoppers, courtesy of the Harry George Family Trust. Finally, Journey Stories will end on a high note with Project Run-a-Way, a dynamic living history performance based on the experiences of runaway slaves presented by the Historic Annapolis Foundation and made possible by the Tourism Council of Frederick County.

Journey Stories Brunswick offers something for everyone! Check us out at www.journeystoriesbrunswick.org.

This post was contributed by Rebecca O’Leary, Curator at the Brunswick Railroad Museum, and provides an overview of programs and events which tell Frederick County’s Journey Story. MHC is thrilled to bring the Museum on Main Street program to great cultural institutions across the state.

My student won at the county level and is advancing to the state contest – what do I do now?

The Maryland History Day staff is often asked this question.  Review our five tips below about how to help your student improve his or her project before the state competition.

As a teacher or mentor for History Day, your involvement with your student doesn’t have to stop.  Your student needs your guidance and assistance to improve their project at each stage in the competition.

Take advantage of electronic review. Let your students know that they can take advantage of the electronic review process offered by John Willard, Maryland History Day’s Outreach Coordinator, by sending an electronic copy of the project to jwillard@mdhc.org along with the process paper and bibliography.  John and his team of UMBC students will review projects as quickly as possible and give extensive critical comments on a first-come, first-served basis.  We cannot guarantee, however, that every submission will be reviewed.

Comments are there for a reason. You and your student should go over the judges’ comments from the district contest to find helpful feedback.  Focus on those things that need improvement, but also expand on what worked well. You and your student should review the rule book carefully to make sure that the project complies with all the rules – word limit, time limit, and required materials such as annotated bibliography, process paper.

Resources reflect research. Help your student find more and better resources by going to institutions such as historical societies, archives, museums; talking with experts; contacting people who lived the history; or by finding more print resources.  Take some of the good secondary resources and convert them to primary sources by hunting down original citations.  Connect your student with a librarian who can help with conducting an academic database search that can reinforce and build a greater understanding of the student’s topic.

Questions make the answer. Make sure that your student’s project has sufficient narrative qualities (Who? What? Where? When?), but more importantly, make sure your student analyzes and interprets the history (How? Why? Significance? Impact? Relevance to today?). The student’s final product should include this analysis, and they should be able to demonstrate it when being interviewed by the judges. TIP:  If your student is nervous about talking to the judges, have them hold a mock interview with another teacher in the school.

Be Prepared!  Make sure your student is prepared on the day of the contest: bring extra copies of the process paper and bibliography; bring a laptop, if available, for the documentary and website categories; have extra copies of the DVD on hand for the documentary category; pack extension cords (for exhibits if they require power), etc.

Judges will use the following criteria in evaluating projects:

• Historical quality (60%).  Project includes a good annotated bibliography, showing wide research; evidence of analysis and interpretation rather than just descriptive narrative; balanced presentation, showing both sides of an issue; understanding of historical context; historical accuracy.
• Relation to theme (20%).  Project shows evidence of topic’s significance in history and clear relation to the “Revolution, Reaction, Reform in History” theme (can be one or all three parts of the theme).
• Clarity of presentation (20%).  Project is clear, grammatically correct, accurately spelled; well organized; original and creative.

Best wishes for a successful competition!  If you are a teacher, student, or parent that would like to share your tips and suggestions for History Day, please share them here! We’d love to hear your comments.

Thank you to National History Day for posting this op-ed by retired chairman and CEO of Lockheed Martin, Norman Augustine, titled “The Education Our Economy Needs. We lag in science, but students’ historical illiteracy hurts our politics and our businesses”. This contribution was printed in the Wall Street Journal on September 21st.

You can access his article as a PDF, re-posted  via the National History Day website.  WE WELCOME YOUR COMMENTS!

The Education Our Economy Needs
We lag in science, but students’ historical illiteracy hurts our politics and our businesses.
By NORM AUGUSTINE
Wall Street Journal, September 21, 2011

In the spirit of the new school year, here’s a quiz for readers: In which of the following subjects is the performance of American 12th-graders the worst? a) science, b) economics, c) history, or d) math? With all the talk of America’s very real weaknesses in the STEM subjects (science, technology, engineering and math), you might be surprised to learn that the answer—according to the federal government’s National Assessment of Educational Progress—is neither science nor math. And despite what might be suggested by the number of underwater home loans, high-school seniors actually fare best in economics. Which leaves history as the answer, the subject in which students perform the most poorly. It’s a result that puts American employers and America’s freedoms in a worrisome spot.
But why should a C grade in history matter to the C-suite? After all, if a leader can make the numbers, does it really matter if he or she can recite the birthdates of all the presidents? Well, it’s not primarily the memorized facts that have current and former CEOs like me concerned. It’s the other things that subjects like history impart: critical thinking, research skills, and the ability to communicate clearly and cogently. Such skills are certainly important for those at the top, but in today’s economy they are fundamental to performance at nearly every level. A failing grade in history suggests that students are not only failing to comprehend our nation’s story and that of our world, but also failing to develop skills that are crucial to employment across sectors. Having traveled in 109 countries in this global economy, I have developed a considerable appreciation for the importance of knowing a country’s history and politics.
The good news is that a candidate who demonstrates capabilities in critical thinking, creative problem-solving and communication has a far greater chance of being employed today than his or her counterpart without those skills. The better news is these are not skills that only a graduate education or a stint at McKinsey can confer. They are competencies that our public elementary and high schools can and should be developing through subjects like history. Far more than simply conveying the story of a country or civilization, an education in history can create critical thinkers who can digest, analyze and synthesize information and articulate their findings. These are skills needed across a broad range of subjects and disciplines.
In fact, students who are exposed to more modern methods of history education—where critical thinking and research are emphasized—tend to perform better in math and science. As a case in point, students who participate in National History Day—actually a year-long program that gets students in grades 6-12 doing historical research—consistently outperform their peers on state standardized tests, not only in social studies but in science and math as well. In my position as CEO of a firm employing over 80,000 engineers, I can testify that most were excellent engineers—but the factor that most distinguished those who advanced in the organization was the ability to think broadly and read and write clearly.
Now is a time to re-establish history’s importance in American education. We need to take this opportunity to ensure that today’s history teachers are teaching in a more enlightened fashion, going beyond rote memorization and requiring students to conduct original research, develop a viewpoint and defend it.
If the American economy is to recover from the Great Recession—and I believe it can—it will be because of a ready supply of workers with the critical thinking, creative problem-solving, technological and communications skills needed to fuel productivity and growth. The subject of history is an important part of that foundation.

Mr. Augustine, a former under secretary of the Army, is the retired chairman and CEO of Lockheed Martin.

Spotlight on Ethan McComb, NHD Gold Medalist

Maryland’s first ever National History Day (NHD) gold medal winner answered a few questions about his experiences with the History Day program. McComb, who starts eighth grade at Plum Point Middle School in Calvert County this fall, competed in the junior individual exhibit category at the national level when he was in both sixth and seventh grades.

1. How did you pick your topic?  What did you know about the Marshall Plan before you started your research for History Day?

I chose my topic by analyzing the theme and then finding a topic that not only fit the theme, but was a researchable topic and one I would enjoy exploring. Before I started this research, my knowledge on the Marshall Plan was limited, but this research vastly increased my knowledge to a point of being able to create an in-depth project such as my History Day exhibit.

2. How much time did you spend working on your project each week or overall? How did you balance your project with your other schoolwork and extra curricular activities?

Throughout the entire process I have spent over a hundred hours working on and perfecting my project. I always kept in mind that school came first and if that meant having to go shoot baskets in the dark then so be it. I made sure to do my homework and my History Day project before sports, but on some nights you don’t have enough time, so I just did more work the next night.

3. What skills did you learn from your History Day experience that you may use in other courses or activities (in the future or today)?

I learned to be a better researcher and a better writer. These skills helped me excel as a student and will benefit me in whatever job field I choose to enter.

4. What were some of the most rewarding parts of your History Day experience (besides winning a gold medal)? What was exciting about the competitions themselves (e.g., seeing other projects, camaraderie with other students, talking to judges)?

The most rewarding part of History Day is the historical knowledge you gain and meeting all the other contestants. This allows you to get a better understanding of how other students think and how they choose to go about completing a History Day project. I also enjoy seeing the other exhibits that I was competing against and learning about those topics.

5. What was the most challenging part of History Day?

The most challenging part of History Day is staying dedicated and continuing to improve on your project, but if you do you will see yourself move on further and further in the competition.

6. What did you do to improve your project between each competition?

Between each competition I improved my project by continuing to do research and adding additional things to my project. For example, between states and Nationals, I conducted research at the National Archives. This research greatly improved my project by giving me primary source documents and real telegrams about the Marshall Plan which I used in my project.

7. What sources were the most important for your project, and where did you find them?

The sources that were most important for my project were the George C. Marshall Foundation and doing actual research at the National Archives.

8. What suggestions do you have for other History Day students?

Pick a topic you will enjoy doing and stay dedicated. Remember the reward of knowledge and understanding is well worth the price.

9. In what ways do you think History Day changed or impacted your life?

History Day changed the way I research and how I manage a large project. The History Fair has only impacted my life and my learning experience for the better.

10. Do you want to study history in the future—at college or perhaps as a career?

History has always been my passion and I truly love it. I haven’t decided what I want to be when I am older, but I am sure that history will in some way be involved with my life.

Photo: Classic Photography, courtesy of NHD

Ethan McComb with NEH Chairman Jim Leach at National History Day 2011.

The Maryland Humanities Council is incredibly proud of all of the students who advanced to the national competition and excited to announce results from yesterday’s awards ceremony!

Ethan McComb & Jim Leach at the awards ceremony

Ethan McComb, a student at Plum Point Middle School in Calvert County, received the Gold medal (1^st place) in the Junior Individual Exhibit category for his exhibit titled “The Marshall Plan: America’s Soft Power Diplomacy Saves Europe from Economic and Political Chaos Following World War II.” This is the FIRST TIME a Maryland student has garnered a first place award. His teacher is Merry Ellen Fallica. This was Ethan’s second year participating in the national contest. The National Endowment for the Humanities Scholars Award, which is also given to each first place winner, includes a cash prize.

Michael Keen, a homeschooler from Montgomery County, instructed by his mother Christine Keen, received the Bronze Medal  in the Senior Paper category. His paper is titled “Lost Opportunities for Peace: Vietnam, 1945 -1950.” Michael, who has competed since he as in sixth grade, took the same prize that his brother Eric won in 2010. Often History Day is a family affair—two sets of Maryland siblings competed in the national contest.

Other Awards Received

• A special prize was awarded to Camila Uechi for her Senior Individual Web Site. As a result, Uechi receives a scholarship to Chaminade University in Honolulu, Hawaii. Her website was titled “The Bay of Pigs: A Diplomatic Turning Point.” Camila is a student at the Bullis School in Montgomery County; her teacher is Sara Romeyn.
• Anne Arundel County student Alexandra La Pierre’s Senior Individual Exhibit, “Diplomacy of Appeasement: The Munich Agreement of 1938” was selected for display at the Smithsonian National Museum of American History. She attends Broadneck High School; her teacher is Traci Anderson.
• Additional recognition included two awards for Outstanding State Entry:

· Junior Division: Maria Viera, Mayfield Woods Middle School, Howard County (Junior Individual Web Site, “The Cuban Missile Crisis”) Teachers: James McVey, Charla Phillips, Tim Grafton

· Senior Division: Emily Galik, Marriotts Ridge High School, Howard County (Senior Individual Exhibit, “Patients or Prisoners? Dorothea Dix and the Debate Surrounding the American Asylum Movement”). Her exhibit will also be on display at the Maryland conference of the National Alliance for Mental Illness (NAMI) in October. Teacher: Richard Malt.

Two other students’ projects matriculated to the final round of competition. Duncan Rheingans-Yoo’s Junior Paper, “Post War Korea: Negotiations, Impact, and Korea Today,” and Kane Herrick’s Senior Individual Web Site, “Iran Hostage Crisis: America’s Failed Diplomacy” were considered in the final rounds of judging. Duncan is a student at Oakland Mills Middle School in Howard County and Kane Herrick is a student at the Bullis School in Montgomery County. Duncan’s instructors include Karen Saunderson and Kathleen Quinn. Herrick’s teacher is Sara Romeyn.

The two Maryland teachers who received the Patricia Behring Teacher of the Year awards for Maryland were also recognized during the June 16^th ceremony. They were Amie Sanner, the Maryland High School History Day Teacher of the Year (Calvert High School in Calvert County) and Rebecca Castle, the Maryland Middle School History Day Teacher of the Year (Isaac Gourdine Middle School, Prince George’s County).

The full list of winners is available at http://nhd.org/AwardsWinners.htm

The main NHD website may also prove useful: http://nhd.org/

Congratulations to all of our student Scholars! Recent studies have shown that History Day participation affects students lives in a positive way, including increased test scores and enhanced critical thinking skills. Are you a former History Day participant?  How was your experience? We’d love to know!

As a newcomer to the MHC staff, I wanted to learn a little more about Chautauqua. While my background is in the world of theater, Chautauqua was new to me.  I had an opportunity to briefly interview Jim Getty, who will portray Abraham Lincoln at Chautauqua this summer, from July 5 – 13 at six locations around the state of Maryland and I thought that others might enjoy his responses.

Do you have a question for Jim or any of our other Chautauqua performers?  Place them in the comment section and I’ll do our best to track down the answers.   Or share what you experienced at past Chautauqua performances.  Any favorites? What pivotal figures have you always wanted to see portrayed onstage?  We’d love your feedback.  I hope to see you there! – Michele Baylin, Communications Manager

(MHC) How long have you been performing with Chautauqua (here or elsewhere)? How did you first get involved with MHC and/or Chautauqua?

(Jim) I was contacted by Judy (Dobbs, Program Officer) to first present about four years ago.  I have been contacted by other states but have been unable to work them within my schedule.

(MHC) How would you describe your Chautauqua experience as a performer?  What is it like to portray a historical figure?

(Jim) I have wonderful memories of my six presentations in Maryland.  Each organization in the respective venues has covered every detail and they have been so very accommodating.  There is the foremost responsibility in the performance of an historical character to be accurate.

(MHC) What other characters do you portray? Is there a historical character to play whom you’ve always wanted to portray? Are there other places you perform these characters that we should know about?

(Jim) While I have been encouraged to present Captain Ahab or a New England Sea Captain, I have not.  I have gone into such research but have found myself so busy as Abraham Lincoln that I couldn’t manage the inclusion.  As Lincoln, I do quite a variety of presentations, including Leadership Programs for Departments within the Federal Government and the business community.

(MHC) What do you do to prepare for a living history performance? Does portraying a historical figure offer unique challenges?  How does this differ from performances that aren’t of historical figures?

(Jim) Prep for presentations includes gathering information about the locale; significant personalities from the general area in that period who Mr. Lincoln might have known or have been in contact with; often political or military figures.  Really, to learn everything you can about the significance of the location.  One tries to prepare for the q/a session that follows each presentation.

(MHC) There is a Q&A which follows your performance. What’s the most interesting question (or oddest) you’ve been asked before?  How do you feel about this component? Is there a question you’ve always expected but never been asked?

(Jim) I believe we have run a circle with the variety of questions asked of the President from folks of all ages.  The most difficult thing for the presenter is to be able to offer the variation to a question asked by someone who has you in the wrong time-frame.

View Jim Getty’s bio and more information about Abraham Lincoln on the MHC website.