Another big year for Salk students at Minnesota History Day


APRIL 30, 2018—ELK RIVER, MN—The History Day program at Salk Middle School celebrated its tenth year this year, and once again, more than 500 students successfully completed an extensive research project on a topic of their choice and presentation of their choice.

Felicia Schall and Margaret Krueger outside Williams Arena after Minnesota History Day wearing their medals and thinking about how to prepare their project for nationals.

For the fifth year in a row, at least one of those projects will be advancing to the National History Day competition in Washington, D.C. For the first time ever, two projects are advancing–one from junior division and one senior division.

Junior Division honors go to Margaret Krueger and Felicia Schall, a team of 8th graders who researched, wrote and produced a documentary called The Love Canal: A Toxic Love Story. The film told the story of a massive environmental pollution disaster that took place in a residential neighborhood in the state of New York in the late 1970s. One result of the disaster was the creation of the federal Superfund program aimed at identifying and cleaning up industrial pollution.

Schall and Krueger conducted extensive research for their project including an interview with one of the lead advocates of the clean-up effort and Minnesota’s coordinator of Superfund projects from the Minnesota Pollution Control Agency.

“They are a great team and we are really proud of how well they worked together to create an awesome documentary,” said their teacher Nikki Tripp. “It will be exciting to see how well they do at the national contest but the skills they learned and put to use already are the biggest accomplishment,” she added.

The Minnesota Historical Society and University of Minnesota are co-sponsors of Minnesota History Day

All of their work, from conducting research, to writing the script for their documentary, was completed on their school Chromebook as part of the new 1:1 initiative at all district middle schools. They also used a cloud-based video editing program called WeVideo. A total of 64 students at Salk completed documentaries this year utilizing these newly acquired resources–more than ever in years past.

Advancing to the national contest is extremely tough because only two from each category are permitted to advance. Across Minnesota a total of 27,000 students participated in History Day this year and a record 1,300 advanced to the state contest, held Saturday, April 28 at the University of Minnesota Twin Cities campus. Schall and Krueger’s achievement puts them in a group that consists of the top one-quarter of one percent in the state.

They were part of Salk’s second largest team ever at state. “We bring all the students to the campus in January to conduct research, so it’s always neat for them to come back again in the spring as competitors,” Tripp said. This year’s theme was “Conflict and Compromise in History.”

Elk River High School Sophomore Advances in Senior Division

Isabella Krueger waiting to meet with the judges at MN History Day, held at the University of Minnesota Twin Cities

Isabella Krueger is a sophomore at Elk River High School who competed in the senior division of National History Day once again. All four years she has participated in History Day she has advanced to the final round at state for writing an academic paper. For the third time, she is advancing to the National competition.

“She joins a very elite cadre of students from Minnesota who have advanced that many times throughout the 38 years of History Day in Minnesota,” said Ron Hustvedt, Salk History Day coordinator and her History Day coach. This year her paper was titled The Conflict of Unwed Motherhood in the Post War Era: Utilizing Maternity Homes as a Compromise to Convert Women Back Into Feminine Roles.

She said she plans on participating in the contest once again as a Junior because of the scholarship opportunities offered by the University of Minnesota at the state level, and to have a chance at a four-year college scholarship offered at the national level. “History day has allowed me the opportunity to teach myself analytical, research, and writing skills I would never have developed in a traditional history or English class. It has also allowed me to discover my passion not only for history, but defending human rights,” she said.

Four Salk students take home $800 in prize awards

Brian Berg received an Honorable Mention along with a special prize for his documentary titled The Secret War in Laos: Uncovered. Twin Cities Public Television (TPT) awarded Berg their “Remembering the Vietnam War” prize as part of their yearlong commemoration of the Ken Burns documentary on the Vietnam War and to recognize the next generation of scholars and storytellers.

Berg conducted extensive research including interviews with several prominent Hmong professors from across the state. The prize brings Berg a $500 check for his hard work along with the potential for additional opportunities with TPT.

Kayla Vang received an Honorable Mention and a special prize for the one-woman performance she wrote and starred in called Hmong in Minnesota. The University of Minnesota’s Friends of the Immigration History Research Center and Archives (IHRC/A) selected Vang’s performance for their “History of Immigration” prize and awarded her $100 for her research and creativity.

Jack Flahaven also received a “History of Immigration” prize and $100 from the IHRC/A for his documentary titled The Independence of Croatia. This is the second year in a row that Flahaven has earned money for his documentary creating skills.

The fourth special prize winner from Salk was Sarah Minke. Her documentary titled Raphael Lemkin’s Fight Against Genocide was awarded the “Holocaust History” prize and $100 from The Jewish Community Relations Council of Minnesota and the Dakotas.

Additional honorable mention winners include: Catie Cramer for her exhibit titled Blood Diamonds of Sierra Leone; Madi Tveit for her exhibit titled Mental Asylums Exposed; Lilly Lassek and Addy Soukup for their website titled Tiananmen Square Massacre of 1989; Olivia Ek for her documentary titled Dr. Walton Lillehei and his Compromise with Open Heart Surgery; Abby Kotila for her performance titled Henrietta LAcks and HeLa Cells; and, Benjamin Stout for his performance titled The Marshall Plan.


Salk’s History Day program among best in Minnesota

Most of the students from this year’s Salk NHD team!

With 46 students competing at the state level, Salk had the second largest number ofstudents competing of all schools across the state and was among the most awarded at the contest. What the school’s Social Studies teachers are most proud of, however, is the fact that the project is delivered to all 7th and 8th grade students. Teachers on that team include Tripp, Ron Hustvedt, Scott Glew, Starrsha Wolff and Maranda Cameron.

Salk History Day teachers (l to r) Scott Glew, Nikki Tripp, Starrsha Wolff and Ron Hustvedt

“The emphasis is on the learning and the utilization of valuable skills they will use in high school, college and life,” Tripp said. “Sure there’s a contest with the project, but we believe all students are capable of this work and are proud that almost all of the students who begin a project, successfully complete it and get to present it to the community,” she added.

“These students are truly inspiring,” said NHD Executive Director Dr. Cathy Gorn. “National History Day challenges students to analyze and interpret historical primary and secondary sources, draw a conclusion about the significance of their topic, and then be able to present their findings and answer unprepared questions related to the subject. It shows how powerful this program is for students.”

For more information about Salk’s History Day program, including details on how you can help support the program next year as a volunteer judge  please visit my website or contact Ron Hustvedt by email

Margaret and Felicia (row two far left) are among the crew that will be Team Minnesota 2018 at National History Day, held at the University of Maryland College Park near Washington, D.C.

Learning about U.S. involvement in World War I through the lens of those who made the ultimate sacrifice

stateofwarA century ago, on April 6, 1917, Congress passed an official declaration of war against Germany and joined the “War to End All Wars” already three years in progress. The declaration was well supported in Congress yet was the result of a rapidly shifting public support of involvement. The slogan, “He kept us out of war” was the campaign cry of the 1916 re-election of President Woodrow Wilson. To put that into context, we are as close to the 2016 election today as the declaration of war was to the 1916 election. Public opinion can shift quickly, that’s for sure.

Many young men who voted in their first Presidential election (and only men…the 19th Amendment and women’s voting rights were still non-existent) found themselves filled with patriotic duty to go “Over There” and fight for the United States. Over 4.7 million doughboys answered the call, and served in the final 20 months of the deadliest global conflict at the time. The United States saw over 116,000 Americans fall, and another 204,000 wounded. In the classroom, what I often find with casualty numbers, is that they are difficult for students to contextualize, and can sound like the scores and stats from yesterday’s game.

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The goal of any Social Studies teacher is to help students understand that those numbers represent human lives lost. Those numbers represent empty chairs at the dinner table. For each life lost, there are countless loved ones remaining. Because World War I was a century ago, finding people to tell the stories from the battlefield is an opportunity no longer available for our classrooms. All of those realities were swimming around in my head three years ago when I was asked by National History Day to design a lesson about WWI using primary sources from the Smithsonian’s Price of Freedom collection. This is the brief story of how I did that and what goes into the lesson.

I started by perusing the primary sources available on the Smithsonian website and didn’t take long to decide that the Distinguished Service Cross would be the artifact my lesson highlighted. I’d recently returned from a 2013 trip to Normandy with the Albert Small Sacrifice for Freedom Student and Teacher Institute. A former student and I were part of the group and we created a memorial website for Virgil Tangborn, one of the 241 Minnesota soldiers buried in the American Cemetery in Normandy.

The concept of the lesson was based upon this experience, but I had to massively scale it down to fit just a few days of instruction and make it work for middle school students. c3isherebanner-220After I stumbled upon a website listing details of all Distinguished Service Cross members, the light bulb switched on.

The other goal with the lesson, was to create one that aligned with the freshly published College, Career, and Civic Life (C3) Framework for Social Studies Standards. I wanted to make sure that my lesson matched all four dimensions of the C3 Framework.

Details of the Lesson Plan

You can read all about the lesson in this document, but I’ve written this blog to give more back story and backchat of what I was thinking and how it’s gone. I wrote this with the intention that you’ll also read the lesson, so if details here seem vague, look at the lesson.

The lesson compels students to answer the following essential questions:

  • What does distinguished service to your country in a time of war look like?
  • How does a medal serve as a symbol of the extraordinary service of an otherwise ordinary individual?  
  • What is the value in learning about a large-scale war through the experiences of an individual?
  • How do we honor those individuals a century later?

Screen Shot 2017-03-30 at 11.57.22 PMWith those questions in mind, students begin learning about the Distinguished Service Cross itself using resources from the Smithsonian. They complete a “Primary Source Analysis” of the medal to help them dig into the first two essential questions. Their next task is to dig into the list of soldiers who received the Distinguished Service Cross in World War I. I prefer to give students the entire list of all medal recipients to choose from, and there are plenty. How it usually goes is that almost every student is immediately drawn to search their last name, and then the last names of the oldest relatives they know. Next, they use their skimming skills (control-F on some computers, command-F on Apples) to find soldiers from Minnesota, or whatever state they prefer.

Soon enough, they apply their own personal criteria to select a soldier to learn about and apply more advanced research skills already taught in the course of the school year.  It’s not required for students to already have these skills, because they will acquire many of them with this lesson. It is definitely possible to go from being a textbook-based teacher and do this lesson. Just know that you’ll need to show students how to do lots, and you will stumble/teach through it together, but that “messy learning” style can be really good for student (and teacher) growth. Screen Shot 2017-03-30 at 11.57.32 PM

The top half of the “Get to Know Your Soldier” paper can come straight from the Home of Heroes website, but the lower half requires them to do some deep digging. When they know the date their soldier died, location information, along with the branch, division, regiment, company he served in, they can triangulate that data to conduct searches in google. The example I use with classes or groups of students who need more support is with soldier Joe Collette who is the only soldier from the town where I teach (Elk River). From the website, students learn details of what Private First Class Collette did just four days before war’s end, on November 7, 1918 near Sedan France, as a member of Company L in the 166th Infantry Regiment, of the 42d Division of the American Expeditionary Forces (A.E.F.). A google search of the 166th Infantry brings us to a wikipedia page about the 166th where we read that the 166th was involved in the Meuse-Argonne Offensive and the Battle of Saint-Mihiel. Following Wikipedia pages, we discover that Meuse-Argonne Offensive lasted into November of 1918 and that the railroad hub in Sedan, France was successfully captured by the United States on November 6th. While we don’t know with 100 percent accuracy the intricate details of Joe Collette, because we know the movements of his unit and the details of the larger battle, students can make evidence based inferences. This is an important skill that is so much more than just skimming text to answer questions on a worksheet.

Learning such intimate details about a soldier they selected does wonders for engagement. Students long to learn more about the battles, the towns, the actions of the branch/division/regiment around those dates. They keep me very busy fielding questions and find themselves applying their dictionary and database skills. Screen Shot 2017-03-30 at 11.57.46 PMWhen they share details with me I learn tons.  When they stump me with questions we answer it together, and they see me go through the process of learning. Learning together with your students is a great way to teach them how to become lifelong learners.

As they research, students share stories with each other, find amazing parallel stories between different soldiers, and never fail to impress me.
Students learn about the events of the U.S. involvement in WWI through the experiences of their soldier and can’t get enough, rather than from a textbook examining the big picture only. Students end up having built connections between both the big picture and an individual story.

Honoring their soldier feels like a natural first step. Writing an editorial about everything they’ve learned so far, and sharing the story, is how they communicate conclusions. Taking up the challenge of publishing the editorial is a great way for students to take informed action. The first year I taught this lesson is the only time I’ve had the time to fully implement it and have students write the editorial, but it was a smashing success. We submitted a dozen letters to various newspapers and were able to find half a dozen of them make it to press (click any of the links below to see the published letters). Nicklaus Gill--Austin Daily Herald (Minnesota)

Something we are careful to do in class is walk the thin line between remembering/memorializing these young men and being careful not to over-glorify death. Today’s students have enough glorification of war coming at them from video games, but this lesson helps humanize the casualty accounts and adds color to the black and white photos in their textbooks.

We are entering the centennial commemoration of the U.S. involvement in World War I and many social studies classrooms across the state will be giving this war some extra attention. I highly recommend this lesson, and all of the other ones available, in the National History Day World War I book. If you have any questions regarding this lesson, do not hesitate to let me know!

Nominate a social studies teacher who inspired you and return the favor by expanding their platform


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Click to watch my brief acceptance speech for the National Social Studies Middle Grades Teacher of the Year Award from the National Council for the Social Studies in December 2016

I have been very fortunate over the past few years to receive several major teaching awards. It is a very special honor to be nominated by people you highly respect and then supported by letters from colleagues, students/parents, community partners and administrators. I consider myself to be a very humble person but something I feel strongly about is the need for elevating the profession. The primary reason I followed through with any of the award nominations I’ve received over the years was to gain a greater platform with which to improve the overall quality of education, particularly of the Social Studies.

Nominate a teacher and then when they receive the award, strongly encourage them to use the platform of that award to promote whatever is their educational passion. There are a lot of closed doors in this world and an award can serve as a great door stop. It can be an excuse to have a meeting with somebody who helped sponsor the award to thank them for the honor. The publicity that goes along with the award won’t make the nightly news or generate much action on social media (outside your friends and family) but the right people will see it and could reach out. Better yet, use it to reach out. Share the news with your alma mater and offer to return and speak with pre-service teachers. Share the news with your legislators and ask them to visit your classroom or have a sit-down conversation with them about educational issues.

When I won my first teaching award from the Minnesota Historical Society in 2010 I made a plan to use that award as a launch pad. I once interviewed somebody for an article I wrote in the Outdoor News who had won a national championship. He said when he won the competition the sponsors would come calling. A year later, his phone had barely rang and somebody else took his title. It took him 10 years to win the title again, and when he did it his next call was to a few companies he hoped to work for. The title gave him the meeting and the rest was up to him, but he was speaking to me with 20 years of being a professional in his chosen field (duck and goose calling if you must know) thanks to the platform given him by striking when the timing was right. If a duck and goose calling champion can turn a national title into a life’s work, a significant teaching award can transform a good teacher into a greatly influential one.

So please nominate somebody. Pick somebody with a great classroom presence who truly enjoys teaching students and the teaching profession. Pick somebody who is passionate about the value of the social studies and will work to elevate the profession further. Honor somebody who is on a Quixotic journey to slay the windmills and who dreams the impossible dreams. If they dare believe their students can change the world, and it’s their life’s work to make it happen, then by all means take a few minutes to nominate them.

There are a lot of awards out there and two that are near and dear to my heart include the Minnesota Social Studies Teacher of the Year program from MCSS and the National Council for the Social Studies Teacher of the Year program (see below). Nominate that teacher. Tell them you did and insist that they complete the application. Then remind them what they owe their students and the profession once they win. To paraphrase a great movie, “Nothing’s riding on this, except maybe the future of our country.”

Outstanding Social Studies Teacher of the Year
The annual NCSS Outstanding Teacher of the Year Awards recognize exceptional classroom social studies teachers for grades K-6, 5-8, aawardbannergraphic2nd 7-12 who teach social studies regularly and systematically in elementary school settings, and at least half-time in middle or junior high and high school settings.

  • $2,500 cash prize
  • up to $500 in 2017 NCSS Annual Conference travel expenses
  • complimentary 1 year NCSS membership
  • 2017 Teacher of the Year Annual Conference Panel presentation
  • 2017 Individual Teacher of the Year Annual Conference session presentation

Click here for more details and additional awards/honors from NCSS you can earn or bestow on your fellow Social Studies teachers