Project Contact:

Thomas Spall
Communications Technology Coordinator & District Webmaster
tspall@brenhamk-12.net

Smithsonian Project:
Crossroads: Change in Rural America

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Join Us in Bringing History to Life!

We are excited to invite you to participate in a unique educational opportunity connected to the Smithsonian’s Crossroads: Change in Rural America exhibit, coming to Brenham! This exhibit explores the evolution of small towns like ours through themes of identity, community, managing change, and persistence. 

As a district, we have developed three engaging projects that encourage our students to dive into the rich history and culture of Brenham, highlighting personal stories and local landmarks. Your involvement will help our students discover the impact of growing up in a small town, while contributing to a larger narrative about rural America’s enduring spirit. 

We welcome your voluntary participation in one of these projects and look forward to working together to make this a meaningful experience for our students and community!

Click on the form button below to participate:

Participate HERE

Project Contact:

Thomas Spall
Communications Technology Coordinator
& District Webmaster
tspall@brenhamk-12.net

1. Identity:
The exhibit highlights the unique characteristics of rural towns across America. Every small town has a distinct identity shaped by its history, geography, and culture. For Brenham, and towns like it, this theme explores what makes these communities stand out—whether it’s local traditions, industries, or even landmarks. Crossroads prompts visitors to think about how the identity of a rural town is built and maintained, even as the world around it changes. It celebrates the pride people take in their roots and the deep connection to place that is often stronger in rural settings.

2. Community:
Rural areas are often defined by their sense of close-knit community. The exhibit emphasizes how small towns rely on each other to foster strong relationships, support systems, and shared experiences. Community bonds are essential in these places, and Crossroads highlights how they create a fabric of connection that sustains small towns during good times and bad. For visitors, this theme challenges them to think about what holds their own communities together and how these communal ties have evolved over time.

3. Managing Change:
Change is inevitable, even in the most seemingly stable communities. Rural America has faced significant changes over the last century, from economic shifts to population decline and advances in technology. The exhibit encourages visitors to reflect on how small towns have managed these changes, whether by adapting or holding onto traditions. Crossroads illustrates that while change can be disruptive, rural communities often show resilience by embracing innovation or finding ways to sustain their values and lifestyles in new contexts.

4. Persistence:
Rural communities are known for their perseverance, often facing unique challenges like economic hardship, isolation, or limited resources. The exhibit brings forward stories of individuals and groups who have persisted in their efforts to maintain their way of life despite these obstacles. It shows that persistence is a defining characteristic of rural America, where determination and hard work continue to be essential for survival and progress. Crossroads invites visitors to appreciate the grit it takes to thrive in rural areas and think about the future of these towns through the lens of persistence.

Project 1: Student Interviews on Brenham’s History
Overview:

Students will conduct interviews with family members, friends, or community members who have lived in Brenham for multiple years or generations. The aim is to capture personal stories and experiences that reflect the evolution of Brenham over time, aligning with the four exhibit themes: Identity, Community, Managing Change, and Persistence.

(Project can be adapted / modified for younger grades/students to complete) 

Project Layout:

  • Preparation: Teachers will provide students with an interview template that includes suggested questions. Students will review the four themes and select individuals who can speak to these topics.
  • Execution: Interviews can be conducted using traditional (non-digital) methods, or digitally recorded as video or audio (MP3).
  • Submission: Students will either submit written transcripts of their interviews or digital recordings. They will also submit a reflection paragraph on how the interview highlights aspects of Brenham's identity and community.

Project Expectations:

  • Students must conduct at least one interview.
  • The interview must include questions that touch on Brenham's identity, the sense of community, how the town has managed change, and stories of persistence.
  • Reflection should connect the interview to one or more of the exhibit’s four themes.

Expected Outcomes:

  • Students will gain a deeper appreciation for Brenham’s history and its people.
  • They will develop skills in active listening, empathy, and oral history documentation.
  • The project will produce a collection of personal stories that enrich the larger narrative of Brenham's past and future, contributing to a sense of shared heritage.

  • TEKS Alignment:

    Elementary (K-5):

    • Social Studies (Grade 2): 2.1(A) – Describe how historical figures, patriots, and good citizens helped shape the community, state, and nation.
    • Social Studies (Grade 4): 4.4(C) – Explain the growth of towns and cities in Texas and identify reasons for the location of these settlements.
    • ELA (Grade 4): 4.26 – Use comprehension skills to listen attentively to others in formal and informal settings.
    • ELA (Grade 5): 5.27 – Listen to and interpret a speaker's message; ask relevant questions and make pertinent comments.

    Middle School (6-8):

    • Social Studies (Grade 6): 6.21(A) – Understand how to create and interpret timelines of historical events.
    • Social Studies (Grade 7): 7.7(C) – Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, and transportation on major events in Texas.
    • ELA (Grade 7): 7.24(A) – Participate in discussions; present ideas and information with clarity.

    High School (9-12):

    • Social Studies (U.S. History): US.12(C) – Analyze major economic issues facing rural America in the 20th and 21st centuries.
    • Social Studies (Government): GOVT.9(A) – Explain how historical documents and events have shaped current views of rural communities in America.
    • ELA (English I-IV): 110.34(27) – Conduct short as well as more sustained research projects based on focused questions.

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Project 2: Poster Challenge on Brenham’s Themes

Overview:

Students will create posters that visually represent one or more of the four key themes of the Crossroads: Change in Rural America exhibit (Identity, Community, Managing Change, and Persistence). These posters will be displayed on the district website and may also be featured during the exhibit’s time in Brenham.

(Project can be adapted / modified for younger grades/students to complete)

Project Layout:

  • Introduction to the Themes: Teachers will introduce students to the four themes and discuss examples of how each is reflected in Brenham.
  • Poster Creation: Students will select one theme to focus on or combine multiple themes in their poster design. The poster should creatively depict how these themes shape Brenham’s past, present, or future.
  • Submission: Students will submit physical or digital versions of their posters, along with a short description explaining their artistic choices and how their work connects to the exhibit’s themes.

Project Expectations:

  • Posters must visually express one or more of the four themes. Note: Please be creative! 
  • Each submission must include a written explanation (1-2 paragraphs) that links the visual elements to the chosen theme(s).
  • Students should demonstrate creativity in representing their chosen theme through images, symbols, and colors.

Expected Outcomes:

  • Students will develop visual communication skills and an understanding of symbolic representation.
  • They will deepen their connection to Brenham by reflecting on its history and unique qualities.
  • The project will create a vibrant, visual display of Brenham’s identity and evolution, fostering community pride.

  • TEKS Alignment:

    Elementary (K-5):

    • Art (Grade 2): 2.2(A) – Create artworks based on personal observations and experiences.
    • Art (Grade 4): 4.3(A) – Identify characteristics in artworks that communicate meaning, feelings, and ideas.
    • Social Studies (Grade 4): 4.21(B) – Interpret and create visuals, including maps, charts, and timelines, to communicate geographic, political, economic, and social information.
    • ELA (Grade 5): 5.17(A) – Create multi-modal and digital presentations.

    Middle School (6-8):

    • Art (Grade 6): 6.2(C) – Demonstrate an understanding of the elements and principles of art in personal artworks.
    • Social Studies (Grade 7): 7.20(A) – Analyze the effects of various cultural and social influences on Texas communities.
    • ELA (Grade 7): 7.23(A) – Use a variety of media to interpret and communicate ideas effectively.

    High School (9-12):

    • Art I-IV: 117.52(3)(A) – Demonstrate a variety of methods to communicate personal observations, experiences, and ideas in artworks.
    • Social Studies (World Geography): WG.13(C) – Analyze how different factors (economic, political, social, and environmental) influence the cultural landscapes of rural regions.
    • Social Studies (U.S. History): US.25(A) – Create thematic maps and graphs representing demographic data of rural populations.

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Project 3: Essay Challenge on Life in a Small Town

Overview:

Students will write essays reflecting on their experiences growing up or living in a small town, focusing on one or more of the four exhibit themes. The goal is for students to critically engage with how their own lives intersect with broader themes like identity, community, change, and persistence in rural settings.

(Project can be adapted / modified for younger grades/students to complete)

Project Layout:

  • Theme Exploration: Teachers will guide students in exploring the four themes and encourage personal reflection on their experiences in Brenham.
  • Essay Writing: Students will choose one or more themes to focus on, crafting an essay that connects their personal experiences to the broader themes of the exhibit.
  • Submission: Essays will be submitted in a digital or written format. Teachers may incorporate peer review or classroom discussion to enhance the writing process.

Project Expectations:

  • Essays must be reflective, focusing on how students' lives and experiences connect to the themes of Identity, Community, Managing Change, or Persistence.
  • Students should write 500-700 words, ensuring that their essays are personal, well-organized, and connect their stories to Brenham’s history and cultural shifts.
  • Essays must demonstrate an understanding of how living in a small town has influenced the writer’s identity and outlook.

Expected Outcomes:

  • Students will develop their reflective and analytical writing skills.
  • They will build a stronger connection to their community by considering how Brenham’s story influences their own.
  • The project will produce a written record of student perspectives on life in a small town, contributing to the broader narrative of rural America as explored in the Crossroads exhibit.

 

  • TEKS Alignment:

    Elementary (K-5):

    • ELA (Grade 3): 3.18(A) – Write about important personal experiences.
    • ELA (Grade 4): 4.17(A) – Write about important personal experiences while organizing ideas logically.
    • Social Studies (Grade 5): 5.24(C) – Express ideas orally based on historical inquiry, supporting statements with facts.

    Middle School (6-8):

    • ELA (Grade 6): 6.14(A) – Plan a first draft by selecting an appropriate genre for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies.
    • ELA (Grade 7): 7.14(B) – Develop drafts into a focused, structured, and coherent piece of writing.
    • Social Studies (Grade 7): 7.17(C) – Organize and interpret information from various sources, including timelines and oral histories.
    • Social Studies (Grade 8): 8.1(C) – Analyze the impact of significant individuals and events on rural areas in America.

    High School (9-12):

    • ELA (English I-IV): 110.31(15)(B) – Write an expository or reflective essay that demonstrates logical organization of ideas, clear focus, and strong evidence.
    • Social Studies (U.S. History): US.24(A) – Create written, oral, and visual presentations that communicate results of historical inquiry.
    • ELA (Research and Technical Writing): 110.58(6)(B) – Organize information from multiple sources and construct a written product that incorporates coherent structure and transitions.

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Each of the Smithsonian projects can be easily modified to ensure all students, including those in life skills programs and younger grades, have the opportunity to participate meaningfully. For younger students, such as PreK through 1st grade, teachers can simplify tasks by incorporating guided group discussions, hands-on activities like drawing or using symbols, and structured sentence starters to help them express ideas. Interviews in Project 1 can be adapted by having students ask a few basic questions to family members or school staff, focusing on simple concepts like favorite local traditions or places.

For life skills students, tasks can be differentiated by offering visual supports, using picture-based communication methods, and providing options like creating posters with tactile materials or recording short, assisted responses for interviews. These modifications ensure that all students, regardless of ability or age, are included in the exploration of Brenham’s history and the exhibit themes of identity, community, managing change, and persistence.

Info coming soon...
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