Real World History students win first and second place at the DC History Day competition

April 1, 2016

(The photo above shows two Real World History students with alumni from Eastern High School whom were interviewed as part of the students’ History Day projects) (Photo credit: Kien Nguyen/Center for Inspired Teaching)

This March, at DC’s History Day competition, two Real World History students, Bijion and Essence, won first place in the group exhibit category for their display about the Great Migration. This category was the most competitive division at this year’s DC competition, including more than 20 entries from students citywide. Having won the DC-level competition, Bijion and Essence will now advance to the national competition. These young scholars also won the award for the best use of oral history for their exhibit, which includes excerpts from the Real World History interviews they conducted with senior black Washingtonians who were part of the Great Migration.

Two other Real World History students, Phillip & Mattie, won second place for their group performance about the 1968-69 Modern Strivers. The Modern Strivers were a group of high school students who were frustrated with the traditional Eurocentric education being offered to them at Eastern High School (DCPS). They adopted the name “Modern Strivers” and formed their own school called the Freedom Annex. Phillip and Mattie interviewed a score of Eastern alumni as part of their research and a number of those alums showed up to cheer them on at the citywide competition.

Supported by DC Public Schools; Capital City Public Charter School; the SEED School of Washington, DC; EL Haynes Public Charter School; Maya Angelou Public Charter School; and Next Step Public Charter School, Real World History, is DC’s first citywide course, piloting a new way to gauge high school success, providing a blueprint for 21st century teaching and learning that can be shared with visiting educators, policymakers, and community leaders from across the city.

Students enrolled in Real World History are educated in the classroom and through practical internships at historic institutions across DC, including: the Anacostia Museum, Mary McLeod Bethune House, Congressional Cemetery, Frederick Douglass House, Library of Congress, President Lincoln’s Cottage, National Archives and Records Administration, National Building Museum, National Museum of American History, National Park Service (at the National Mall), National Portrait Gallery, Charles Sumner Museum & Archives, Tudor Place, Woodrow Wilson House, and the Carter G. Woodson House.

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.