Middle School Students Archives

Student Showcase – The Texas City Disaster: The Worst Industrial Accident in U.S. History

Evan Knapp
Rockport-Fulton Middle School
Junior Division
Individual Exhibit

On April 16, 1947 a fertilizer and oil fire triggered a massive explosion in the Port of Texas City, killing 581 people. Later dubbed the Texas City Disaster, this event remains the worst industrial accident in American history. Rockport-Fulton Middle School student Evan Knapp’s Texas History Day exhibit looked at the devastation caused by this horrific accident–but also considered how this event impacted America’s legal system.

A section of Evan’s exhibit

When deciding on a topic, I wanted to find something that dealt with Texas History. Since the theme is rights and responsibilities in history, I immediately thought about the town where I was born. I grew up hearing stories about Texas City and the huge explosion that occurred there. My grandfather was at Lamar College in Beaumont, where the windows shook at the Chemistry building when he was having class. One of my parent’s colleagues, who was six years old at the time, was orphaned by the disaster and wandered the town, by himself, for three days after the explosion. Growing up with these stories around the house, I wanted to learn more about the disaster.

Another section of Evan’s exhibit

My topic fits the theme of rights and responsibilities in several ways. Although the Texas City Disaster is an all-but-forgotten event, the court case that came from it was the first failed class action law suit against the United States government. These citizens were exercising their new right, granted to them by the Federal Tort Claims Act of 1947, to sue the federal government. Other results of the disaster included governments and industries having to be more responsible in disaster prevention and response. Also refineries in the Texas City area formed the Industrial Mutual Aid System to help prevent future disasters. With all disasters come changes, both good and bad. The Texas City disaster forced people to rethink how we regulate import and export of dangerous materials, and although it’s still a problem today, changes have been made for the better.

More great work from Texas students:

A website on a medical experiment secretly carried out on 600 African-Americans

A documentary on one man’s attempt to fight injustice in World War II America

And a research paper on the balance between public health and personal liberty

Student Showcase – Violating the Rights of Humans: One Child Policy in China (1979)

Sarah Zou
Sartartia Middle School
Junior Division
Historical Paper

Read Sarah’s Paper

In 1979, the Chinese government announced a new “birth planning program” under the reformist leader Deng Xiaoping. Intended to curb China’s explosive population growth, the policy mandated that each married Chinese couple (with some exceptions) have no more than one child. Birth Planning Commissions began monitoring the birth rates in towns and cities across the country to ensure adherence to the law. Those who disobeyed faced stiff fines, job loss or the revocation of benefits such as health care. In many instances, the consequences were even worse: commissioners have also used forced abortions, sterilization and infanticide to enforce the policy.

Sarah Zou, a student at Sartartia Middle School, researched this controversial law and wrote a paper for Texas History Day on its significance in world history. You can read her full research paper by clicking the link above. Sarah outlines the program’s history and asks a simple question: was all this really necessary?

A woman sits on the sidewalk in China holding twins, 1987

Imagine being in a world where couples are only allowed to have one child, where parents will suffer severe consequences if they had a second. Imagine a world without siblings. Imagine a world where newborn infants are thrown out into the street, due to their gender or disabilities. Imagine a world filled with infanticide, forced abortions, and sterilizations. This is the world Chinese citizens have been living in since the Chinese government established family planning or the one-child policy on September 25, 1979. Because of its gigantic population of 1.3 billion, the largest in the world, the Chinese government enforces family planning or the one child policy to slow the population growth. Even though there are exceptions, having children should be a natural and unalienable right that should not be dictated by the government. Yes, the responsibility of the government is to ensure a sustainable population that has an adequate amount of resources, but it also has the responsibility to respect the natural rights of people.

Government sign in Tangshan Township: “For a prosperous, powerful nation and a happy family, please practice family planning. Please for the sake of your country, use birth control.” (Wikimedia Commons)

Sure the one-child policy successful in decreasing the population, but was the decrease in population really necessary? With Deng Xiaoping’s numerous economic reforms before family planning was established, China was already getting back on its feet. With the increase in economic productivity a large workforce was actually needed. Along with the need of a larger workforce, new farming techniques allowed farmers to harvest more crops and therefore China was and is actually capable of feeding a large population. And if there was a famine or a shortage of food, with the power of transportation food could be imported from other countries. As for the shortage of land, many young adventurous Chinese scholars immigrate to other countries to study and live and raise a family. But one things for sure, without the one-child policy the problems listed above would not be at large. Would China have survived without family planning? I guess we will never know, but it certainly could not be any worse than China today.

The latest terrific work from Texas high school students:

A documentary on one man’s attempt to fight injustice in World War II America

A research paper on the balance between public health and personal liberty

And a website on the benefits and perils associated with off-shore drilling

Student Showcase – Give or Take: The Indian Removal Act

Kensey Wiggins
Anderson-Shiro Secondary School
Junior Division
Individual Exhibit

The Indian Removal Act was one of the most infamous moments in U.S. history. With the power of the federal government behind him, President Andrew Jackson authorized the removal of eastern Native American communities from their ancestral homelands and relocation to lands west of the Mississippi. Despite their best efforts, these Native tribes eventually lost sovereignty over their land and had to migrate west.

Kensey Wiggins’s Texas History Day exhibit explores the history behind this painful moment of Native American history. But he also sought to evaluate this controversial event from the perspective of Cherokee communities and President Andrew Jackson. Kensey talks about coming up with this topic in his process paper:

Kensey’s Texas History Day exhibit on the Indian Removal Act

Ever since third grade, I’ve been leaming about American Indians. It was, and is, a common topic to cover in class. One thing the indians always seemed to be involved in was denied rights, whether it was land rights, rights to live, or individual rights. Because of this, when I saw Andrew Jackson vs. The Cherokees among the sample topics, it was instantly at the top of my choices. I asked my teacher for more information about Andrew Jackson and The Cherokees and soon realized what a great project it would make for this year’s topic.

Selection from Kensey’s exhibit describing the contributions of Cherokee Chief John Ross

My project relates to the theme in many ways. It focuses on the opposing beliefs about the rights involved with the indian Removal Act. One side believes they are helping the Indians by removing them. They believed they were giving them the right to live how they wanted. While the other side, believed the government was stripping the Indians’ rights and forcing them eff of their homeland. There was, and still is, huge controversy over the Indian Removal Act and whether or not the indians were given rights or if they were having their rights taken away.

This week’s Texas History Day projects:

A website on an iconic Civil Rights moment

The often forgotten story of deportation and detention during WWII

Student Showcase – Better Safe Than Sorry? Internment of Rights in World War II

Helen Hartman
Rockport Fulton Middle School
Junior Division
Historical Paper

Read Helen’s Paper Here

The internment of Japanese-Americans in the United States during World War II is a familiar story. But did you know that Japanese, German, and Italian families from around Latin America were also deported to the U.S. and held in INS camps? Like the internment of Japanese-Americans, these deportations were intended to secure the Western Hemisphere from potential enemy sympathizers and create leverage for prisoner swaps. Many of these camps were right here in Texas.

Helen Hartman of Rockport Fulton Middle School wrote a research paper for Texas History Day outlining this often forgotten history of extralegal deportment and detention. You can read the full paper by clicking the link above and see an excerpt below:

Rohwer, Arkansas Relocation Camp for Japanese-American detainees

America’s founding fathers defined the rights guaranteed to American citizens in the Bill of Rights, and for over 200 years America has symbolized the “land of the free” both at home and abroad. However, during World War II, the U.S. government established internment camps that usurped the rights of both American citizens and non-citizens of Japanese, German, and Italian descent in the name of national security. Historians have largely documented the loss of Japanese Americans’ rights in War Relocation Authority Camps, which held people of Japanese ancestry who were removed from the West Coast. However, lesser-known camps run by the Immigration and Naturalization Service (INS), like those in Texas, violated the rights of citizens from both America and Latin America. Groups like the Japanese, with resources and political support, have been able to hold the American government responsible for their loss of rights and have received apologies and compensation. German American and German/Italian Latin American internees, however, have not yet received a formal acknowledgement of their internment or redress from the governments that rescinded their individual rights for the sake of national security.

April 1, 1942 New York Times article describing the American government’s search for enemy alien spies and sympathizers

Japan’s attack on Pearl Harbor plunged America into World War II and united Americans against their Axis enemies, both at home and abroad. Amid the crisis, the United States government implemented a better safe than sorry policy, interning Japanese, Italian, and German Americans and Latin Americans in the name of wartime responsibility. The American press and most American citizens condoned the process, preferring to intern anyone considered a potential threat to America to omit any possibility that they might assist the enemy. However, this government policy not only violated the Constitutional rights guaranteed to American citizens but also violated international human rights by bringing Latin American citizens into America to barter them in prisoner exchanges.

More great Texas History Day projects:

The story behind a seminal moment in America’s Civil Rights movement

And a look back on one of the most turbulent periods in U.S. history

Student Showcase – The Montgomery Bus Boycott

William Louis
Burkburnett Middle School
Junior Division
Individual Website

In 1955, a collection of citizens in Montgomery, Alabama decided to stand up against the injustice of Jim Crow. Edgar D. Nixon, Martin Luther King and many other activists boycotted the city’s bus system to protest the arrest of Rosa Parks for refusing to give up her seat to a white passenger. After 381 days, the bus lines nearly went bankrupt. Ultimately, the city of Montgomery relented and reversed its policy of segregation on its city buses, galvanizing the Civil Rights movement across America.

William Louis, a student at Burkburnett Middle School, contributed to this year’s Texas History Day with a website on this seminal movement, “The Montgomery Bus Boycott.” But this was not just American history for William–it was also family history:

Commuters walking to work instead of riding the buses during the Montgomery bus boycott, 1956 (Don Cravens/Time Life/Getty Images)

As I journeyed through my family history, I discovered that a lot of good things have happened to us. However, we suffered a lot of injustices also. We suffered slavery and discrimination but, also experienced victory and defied the odds of racial barriers. At age six I did a presentation on slavery and how slaves came to America. This was the first time my mom went into detail about slavery, discrimination, and segregation. The more I learned about my family the more I learned about inequality. Since then, I have looked deeper into my family history, researched, read and studied pictures of slave ships as well as the welts on the backs of slaves. Now, at 11, I am just beginning to realize what others went through so I could be where I am right now.

Rosa Parks’ mug shot after being arrested on December 1, 1955 for refusing to give up her seat on a Montgomery bus (Wikipedia)

One of the people who helped me understand what African Americans went through was my Grandpa. He told me about having to sit in the back of the bus in Fayetteville, NC, when he was six years old. He told me how he sat at the front of the bus before his cousin snatched him up and took him to the back of the bus, where “the coloreds” belonged.

President Barack Obama sitting in the Montgomery bus where Rosa Parks was arrested. Parks was sitting in the same aisle but on the opposite side. (The White House)

This year’s National History Day is focused the theme Rights and Responsibilities. In America these rights include inalienable rights which are the right to life, liberty, and the pursuit of happiness. However, blacks were denied these rights. As a result, many courageous people like Rosa Parks, E.D. Nixon, Claudette Clovin, and Martin Luther King took responsibility for the rights of blacks and others who were discriminated against.

More remarkable work from Texas middle and high school students:

A digital history of the trauma of Vietnam

And an account of America’s closest brush with destruction

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