Interview: Real World History Student Wins 1st Place at NHD

At the DC National History Day this year, three Real World History students won awards for their outstanding projects. Dimilah Jones from Ballou High School won first place for her individual exhibit about DC drug lord, Rayful Edmond; Maya Woods-Arthur from Washington Latin Public Charter School won second place for her research paper about the Attica prison uprising; and Emma Lawrence from Banneker High School won third place for her research paper about Karla Galarza, the young Mexican American woman whom the DC School Board expelled from Margaret Murray Washington School, a black vocational school, in 1947 because they considered her to be “white.”

The students’ projects connected to this year’s National History Day theme, Conflict & Compromise. The National History Day organization explains that they chose the theme “to provide an opportunity for students to push past the antiquated view of history as mere facts and dates and drill down into historical content to develop perspective and understanding.” The Real World History students created exemplary work that shined according to the contest’s goals. Each winner demonstrated expert research skills in their analysis and artful synthesization of information. The two students who earned first and second place awards, Dimilah Jones and Maya Woods-Arthur, will be advancing to the national contest at University of Maryland in June.

Inspired Teaching spoke with 1st place winner Dimilah to learn more about her experience in Real World History and crafting her individual exhibit for National History Day. As a part of the Real World History course, Dimilah connects her academic experience as a history student with real-world application as an intern at Anacostia Community Museum. Learn more about her transformative experience learning the skills of an historian:

Congrats on winning first place for an individual exhibit at National History Day in DC this year! Can you tell me about you experience researching and creating your project?

I was originally going to do a group project about a whole different topic, but mid-way I transitioned to an individual exhibit and it was difficult because I had to start over and redesign everything. It was better for me because I was actually interested in this topic. I really like learning about local history. I especially liked the topic I chose because of a personal, family connection with Rayful Edmond, and because now a days in my generation we see a lot of the same tactics that he used so I was able to relate it to present day. To research, I used a drug database where you can find interviews and I used a countless number of documentaries, movies, books, newspaper articles. It was a pivotal case so there were a lot of different interpretations.

The theme of National History Day is Conflict & Compromise. How did that theme orient your project?

When I first thought about the theme, I didn’t think it related, but as I researched the theme helped guide my project because I learned that Rayful Edmond made many compromises even though he seems conflict-filled.

How has your experience in Real World History been different than other learning experiences?

My experience was different because Mr. Hunt [the instructor] is actually an engaging teacher who makes learning fun for us. You can always access him, and that’s different. And the workload really gets us prepared for college because of how critical he is about grading, which is really unique. Different things we do in class–like having a video chat with authors of books–help us get to know that background of a topic. At the beginning of every class we do a game so we aren’t drained like we are in other classes and Mr. Hunt has us talk to kids in the class we don’t usually talk to, so we are better prepared and we know each other.

What has been the most meaningful part of participating in Real World History?

The most meaningful part is the information. Learning about the great migration helped me understand my people and why we had to move, and the effect that has had on us today. I’ve learned more in this class than in other history classes and I remember what we learn because the different ways Mr. Hunt teachers and the relationships the [Humanities Hub] teachers build. Mr. Hunt makes you go outside of your comfort zone in a way that assists in the development of students–and that is a priceless thing throughout the whole experience. The relationships let me relate to students i don’t normally get to talk to and I get to know different perspectives because we come from different parts of the city, different schools, and different experiences.

What are you most looking forward with the internship component of Real World History?

I’m looking forward to networking and getting pushed to new heights. I’m not used to working a job in such a critical environment because the Anacostia Community Museum is so big and has an impact. I have to challenge myself to meet the standard. I’m looking forward to gaining new experience.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.