Divining America: Religion in American History

Teaser

Use this essay on Jewish immigration to flesh out a unit on the Civil War or immigration.

lesson_image
Description

In this essay, authors Jonathan D. Sarna and Jonathan Golden of Brandeis University explore the impact Jewish immigration had on American history and culture.

Article Body

While the story of Jewish immigration to America often begins in the late 1800s, this rich story dates back to the beginning of the nation. We have included this essay in the lesson plan review section because it clearly identifies lesson topics, briefly presents teachers and students with a rich and nuanced overview of Jewish history, and provides resources to further explore the topic. The authors of this essay, Jonathan D. Sarna and Jonathan Golden of Brandeis University, explore how the evolution of Jewish customs and practices in America can be examined under the broad lens of assimilation. One scholarly debate summarized in this essay concerns the role of Old World and New World influences in shaping the distinct Jewish tradition that evolved in America. For teachers wishing to develop a historical inquiry lesson around the topic, this is a useful and flexible framework. In addition to viewing the Jewish experience in America through the broad lens of immigration, this resource also connects the Jewish experience with specific events across American history. One of the additional resources for instance, provides primary documents discussing the roles of Jews during the Civil War. Rather than a ready-to-go lesson, this resource is a great collection of the pieces needed for building lessons: background information, potential topics, inquiry questions, and links to primary sources. While the site links to many promising primary document collections, teachers will need to spend time identifying, selecting and modifying these documents. For additional information on adapting documents look to this guide. Use this essay to organize your thinking about Jewish Immigration or more specifically as the basis for a lecture or overview. For those teachers looking to teach this topic through documents, the essay includes key questions for students to explore using primary sources and links that make great starting points to find documents. And be sure to explore the other essays in this “Divining America: Religion in American History” series that offers more than thirty of these rich essays on key topics.

Topic
Jewish Immigration
Time Estimate
Varies
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes
Extensive bibliography provided.

Rubric_Content_Historical_Background

Yes
Centerpiece is rich background essay.

Rubric_Content_Read_Write

No

Rubric_Analytical_Construct_Interpretations

Yes
Includes questions that require interpretation.

Rubric_Analytical_Close_Reading_Sourcing

Yes
However, only yes if students read documents in the “additional resources” section.

Rubric_Scaffolding_Appropriate

Yes
Complex history succinctly explained for busy teachers.

Rubric_Scaffolding_Supports_Historical_Thinking

No

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
Provides several entry points into a curriculum (e.g. this lesson could be part of a unit on immigration or the Civil War).

Rubric_Structure_Learning_Goals

No

The Salem Witch Trials

Bibliography
Image Credits

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Video 2:

Video 3:

Video 4:

Video Overview

Primary sources provide details the narratives of popular, textbook history often neglect. Historian Elizabeth Reis analyzes testimony from the Salem Witch Trials, looking at what both confessions and denials say about religious and social norms among the Massachusetts communities involved.

Video Clip Name
Reis1.mov
Reis2.mov
Reis3.mov
Reis4.mov
Video Clip Title
Dynamics of Confession
The Dangers of Innocence
Elements of a "Successful" Confession
Leading Students through the Material
Video Clip Duration
7:10
5:22
6:19
5:47
Transcript Text

17th-century America was a very religious world. And people believed fervently in God, and along with that was a belief in the Devil. And so, what being a witch meant to people in the 17th century was that somebody—usually a woman, but not always—had signed a contract with the Devil. That contract gave the Devil permission to go into that person's body, to take their shape and go around and harm other people.

First of all since they did live in a religious world, they had to go to church services; they heard about God and the Devil all the time during a regular week. Ministers were always talking about God and Satan and how you had to be careful not to go down Satan's path, basically. The important part for this is that Puritans were very concerned that if they—they were looking for signs to see whether or not they were among the "elect." And that meant whether or not they would go to heaven once they died. So they were also looking for signs that they were actually going to hell. And looking for signs that maybe Satan was taking them along that path.

So all of this business about witchcraft, when the witchcraft accusations started in 1692, it didn't come from out of nowhere. They were just very used to thinking about God and the Devil in these kind of very . . . proximate ways—that God and the Devil were always around.

In New England there were over 200 accusations during the Salem crisis. So all of those records of people being accused, of people being—undergoing an examination, going to trial, all of this was written down. One of the questions that sometimes comes up when I teach this material is, "Why would a person confess to witchcraft?" It doesn't seem like it would have a good outcome. . . . Why? Because the rule was "thou shalt not suffer a witch to live," which meant that somebody who was a witch was going to be killed, so why would you confess to this? It doesn't seem to make any sense. Well, one of the reasons—but this didn't come to light until pretty far into the whole process—but one of the reasons was that all of the confessors ended up living. And all of the people who denied ended up being hanged.

Now people didn't know this was going to happen in the beginning of the whole process, but I find this really interesting. What was going on here? At first, the confessors, they just kept them in prison. The reasoning was that they wanted them to confess, and name more names, you know, who else was involved in this witchcraft scheme? So they kept them in jail hoping that that would happen. And then ultimately when the whole thing was over they were released.

The deniers, as we'll see, were just never believed. When a person, supposedly, became a witch that meant that they had given themselves over to the Devil by signing this pact. So that was kind of like the worst thing that you could do on a spectrum of sin; I mean obviously signing the Devil's pact, that's the absolute worst thing that you could do. But it was a sin and there was a spectrum of sins in the Puritan world. And so what we see with the deniers is that they try to deny this. "No I had nothing to do with the Devil! I had nothing to do with signing his pact! Really, I'm a wife, I'm a mother, I do everything right!" And they would have supporters come in to court saying, "Yes, my wife or my aunt or my cousin or daughter—whoever—was the model of Puritan womanhood." They didn't say it in those words, but "she's just perfect, she could never have done this pact with the Devil." And then they would try to push the person to see, "Well, haven't you done some sin? Haven't you let the Devil in the door even just a little bit?" Then these women who were good Puritan women kind of had to admit that, "Yeah, okay, maybe a little bit I let Satan in the door." Then the accusers—the court—would just kind of seize on that saying,"Really? You let the Devil in your heart? What did he look like? What shape? When did he come to you?" And kind of push them, push them.

So let me give an example of that. Okay, so this is a woman named Rebecca Eames. She was accused of witchcraft, and her confession—I'll just read this. You can see how several things are blending together here in her confession. She says:

She explains to the court that after making a black mark with her finger, sealing the covenant.

So she's admitting that she signed the Devil's book. And this is a quote from the source:

She was then in such horror of conscience that she took a rope to hang herself and a razor to cut her throat by reason of her great sin and committing adultery. And by that the Devil gained her, he promising she should not be brought out or ever discovered.

So that's her confession. It doesn't really say anything about witchcraft, doing anything wrong, harming any other people. What it says is that she signed this compact with the Devil because he told her she wouldn't get found out about the sin of adultery. So she's bringing something else up all together, this is one of the occasions where I want to just yell back to Rebecca, "Don't mention the adultery! That's not what they're asking you! Just talk about witchcraft, you didn't do it." So this confession really displays this terrible confusion on the part of some women who confessed, and we'll see how they talk about the deniers in kind of a different way. But the idea is that some women I think unwittingly said, "Yes, I signed the Devil's book" when really they meant "Yes, I've done some sin in my life"—as everybody did, there wouldn't have been any person who would have said, especially not a woman, "I'm free from sin." That just wasn't part of their worldview of how sin and godliness worked.

Okay, so let's look at this Rebecca Nurse's denial:

Rebecca says, "I have none but old age."

This is coming in the middle of a several-page exam and the question to which she's responding here, they ask her something like, "What infirmities do you have? Why haven't you been to church meeting? What's wrong with you?" basically. And she says, "Nothing, I'm just old."

And then the magistrate says, "You do know whether you are guilty and have familiarity with the Devil? And now when you are here present to see such a thing as these testify a black man whispering in your ear and birds about you, what do you say to it?"

And she says, "It is all false, I am clear."

And the magistrate says, "Possibly you may apprehend you are no witch. But have you not been led aside by temptations that way?"

She says, "I have not."

And the magistrate says, "What a sad thing it is that a church member, here and now another of Salem, should be thus accused and charged."

And then the narrator says, "Mrs. Pope fell into a grievous fit and cried out, 'a sad thing, sure enough!' And then many more fell into lamentable fits."

So even if you just take that paragraph you can see how the magistrates are pushing her to admit to something. She was an elderly woman, really pious, everybody agreed—everybody was surprised that she had been accused of witchcraft because it just seemed that that would be the farthest thing from anything that she would do. She says that she's clear, but they say, "Okay, maybe you're not a witch but haven't there been any temptations that have come your way?" And she says no here, but as it goes on you can see how they're just trying to get her to say, "Okay, fine!" but she doesn't. So she ends up denying the whole thing, she sticks with her denial, and in the end she is hanged for this because she couldn't prove—as it was hard for any of the deniers to prove—that not only did they not sign the Devil's book, but they were perfect in every respect, they had done no sin. That was just something that wouldn't have been believed because everybody kind of agreed that people were sinners, and they were more likely to believe that women were sinners than men.

Okay, so the other thing that's compelling here is that—this part where it says, "Mrs. Pope fell into a grievous fit and cried out. . . ." The broader context is that it's happening in what's become a courtroom—the church meeting house has basically become a courtroom—and everybody in the town is there. It's not like today's court where somebody would say, "Quiet down or I'm going to kick you out!" There was a lot of raucousness going on and people were screaming out, saying, "Yes, she is a witch!" And it was hard, even for Rebecca Nurse, for people to dismiss all that.

The magistrate says, "Well, then, give me an answer now, do you think these suffer against their wills or not?

She says, "I don't think these suffer against their wills."

"Why did you never visit these afflicted persons?"

She says, "Because I was afraid I should have fits too."

And then the narrator says, "Upon the motion of her body fits followed upon the complainants abundantly and very frequently." So if she ran her hand through her hair or something, then the people who were doing the accusations would also run their hands through their hair and mimic what she was doing. Which again, this is something that seems ridiculous to us, but to them it seemed very compelling. What could be better proof that something strange is going on here?

At the very end the magistrate says, "Do you believe these afflicted persons are bewitched?"

And she says, "I do think they are."

Now, she feels that she has nothing to do with it, but even the fact that she's saying, "I do think they are," that kind of implicated her even further because everybody assumed that she probably did have a hand in it. Even though Rebecca Nurse knew she was innocent and fought for her innocence until they hanged her, she had some sense that she wasn't free from sin. Not that that meant that she deserved this or she had signed the Devil's book according to their theories, but you can see that this made me think that a lot of women probably shared this sentiment. She says, "Well, as to this thing, I am innocent as the child unborn, but surely," she said, "what sin [has] God found [out] in me unrepented of that He should lay such an affliction upon me in my old age." She knows she is not a witch, but she is trying to search her innermost thoughts to think, "Well, what have I done that I still haven't repented for that this is my punishment?"

So the confessions are very different. We can look at a confession by a woman, Mary Osgood. I asked this question earlier, and I ask my students, why would a person confess to witchcraft? Partly I think the reason is that after a while—and by September when she confessed, this might have been her situation—that she thought that she'd get off if she confessed because they didn't seem to be hanging the confessors; so that seemed like a good strategy. But more than that what I like to look for in these confessions is, what was compelling to the magistrates? You couldn't just say, yeah, I did it, and call it a day. You had to—the confessions had to be realistic, it seems weird to say they have to be realistic, they sound so preposterous, but realistic to the audience. I think what we have here in the confessions is a justification and a legitimation as to what the court was doing. Because there was some criticism about the way the court was handling the whole thing. So in these confessions, in a lot of them, you have a lot more going on than just a simple, yes, I did it.

She confesses that "about 11 years ago when she was in a melancholy state and condition she used to walk abroad in her orchard, and upon a certain time she saw the appearance of a cat at the end of the house, which yet she thought was a real cat. However, at that time it diverted her from praying to God, and instead there of she prayed to the Devil. About which time she made a covenant with the Devil, who as a black man came to her and presented her a book. Upon which she laid her finger and that left a red spot. And that upon her signing, the Devil told her he was her god and that she should serve and worship him. And she believes she consented to it. She says further that about two years ago she was carried through the air in the company of Deacon Frye's wife, Ebenezer Baker's wife, and Goody Tyler to Five Mile Pond where she was baptized by the Devil, who dipped her face in the water and made her renounce her former baptism and told her she must be his soul and body forever and that she must serve him, which she promised to do."

So there's a lot going on here. She is really giving the court exactly what they want to hear. Because—and also what people in the audience and the ministers and everything would have recognized this kind of language because for one thing, beyond the bounds of the witchcraft crisis, ministers would have told people in church on Sundays and other days of the week that you have a choice between God or the Devil, its up to you—you can choose to go God's path, you can take Satan's path. So she's basically saying that back, that she had a former baptism but then the Devil came to her, presented her with this book, she had to renounce her former baptism, go with him. The key part here is that she consented to it. She confesses she has afflicted three persons, and she mentions the people and that she "did it by pinching her bedclothes and giving consent that the Devil should do it in her shape. And that the Devil could not do it without her consent." So she says this a number of times, and I think this was appealing to the court to hear this, to the magistrates, to hear this. It's like, "Oh, look, we are doing the right thing. The Devil just can't go and take anybody's shape, or he doesn't seem to want to do that, he wants to get their consent. He wants to get these witches' consent, that's what makes somebody a witch." So I think it was very legitimating to their whole process, even though they were under some fire for the way they were proceeding.

Another thing that she says that's important, that also would have resonated with people at the time. The question is, "Do you know the Devil can take the shape of an innocent person and afflict?" And she says, "I believe he cannot." And they say, "Who taught you this way of witchcraft?" And she says, "Satan," and that he "promised her abundance of satisfaction and quietness in her future state, but never preformed anything. And she has lived more miserably and more discontented since than ever before." So this would have also been an interesting thing for them to hear and kind of a realistic thing because in the context of a weekly sermon the minister might have said, "If Satan tries to lure you into his clutches, he might promise you a lot of things. You might think that he's going to come through on those things but he never does. So that's not a good idea to go down his path." So she's kind of mimicking exactly what the ministers might have said. He promised her things, but never performed anything; and not only that, but she's been miserable ever since. So I can almost imagine people saying, "Yep, yep, that's how the Devil is. He's very clever that way. That's how it works."

Anyway, so there are these elements in a confession that show, to me, that one of the key issues to look at is not so much why people confessed, but how they confessed. What were the important elements that made for a successful confession? And a "successful confession" meaning one that you didn't die as a result of. I think in general Puritans were more likely to—even though they thought that men and women were equally available to bond with the Devil—they thought that women were more likely to. That women were—had a predisposition to bond with Satan.

Sometimes [my students] ask about the people doing the accusing, what was motivating them? Didn't they feel bad that people were dying as a result of what they were doing?

One of my responses is that, have you ever said something, and you knew it wasn't exactly right, but people seemed to respond in the way that you wanted. So you couldn't go back and say, "Oh, no, no, that was an exaggeration, I made that up." You'd get in trouble or whatever. And they all can relate to that.

Also I think this speaks to this question that there was a lot of confusion going on, so maybe the accusers were just doing it out of malicious intent or they had a history of bad feelings about a particular family that they were accusing the woman of. But maybe something bad did happen to them that they really did think that this person caused it. People were talking all the time about "so-and-so walked by the house five years ago. After that, our cow died." This didn't seem preposterous to them; witchcraft was a way of answering certain strange things that happened in their world. Again, very credible to actually think, "Yeah, my cow died and it probably was this person. And we've had some bad dealings. . . ." So all these things kind of add up. They're really racking their brains to see what they did in their life, and really soul searching and being good Puritans. That's what you were supposed to do all the time, this constant soul searching. Like with anything that you study historically, there really isn't one answer to any of these questions that can be raised about Salem. There's just little glimmers that we think well maybe, maybe this is what was going on.

Some people recanted, they initially confessed and then took it back. Here are just a couple of sentences from this person Margaret Jacobs. She wrote to her father from Salem Jail that she had confessed. Here's just a couple words that I think are so significant. She confessed by reason of "the magistrates' threatenings and my own vile and wretched heart." So you have both things going on here. She's pressured into confessing—she feels pressure, external pressure; but she also feels this internal pressure that her "own vile and wretched heart," something about her past sins, caused her to confess. She says in a later statement she characterized her confession as completely false, saying that she had "been hurried out of my senses by the afflicted persons. Saying they knew me to be an old witch and if I would not confess I should very speedily be hanged. Which was the occasion with my own wicked heart of my saying what I did say."

This is one of the values of actually looking at the primary documents and immersing yourself in them. I think it's more important to emphasize that, rather than emphasize the narrative of what actually happened. In fact, when I teach this I barely even tell the students what happened, how it ended, any of it. I just say here's the Salem witchcraft trials; I explain what I explained here, let's look at this. So they don't even know really—because most of them haven't even done the reading until before the exam—so they might not even know the outcome. We just plunge in to look at this. I think that helps because then they're not so focused on how it ended or how things could have gone differently. They can ask those questions by looking at this, what if they hadn't pushed them, then would that of. . . . Well someone will inevitably ask, why didn't they just question them in private? That would have avoided a lot of the shrieking in the actual courtroom, the whole courtroom drama. And then I'll say, well, that's a really good idea, asking in private. One of the women who was accused did say to the magistrates, "Look, this is insanity, what's going on here. Why don't we pursue this in private?" Sure enough, that suggestion, in combination with other things that contributed to the ending of the whole thing, did help to tone everything down. Because when you don't have that and you're just one-on-one it's a very different dynamic.

So anyway, sometimes it's better not to give students everything because then they think that there's no need to look at the primary sources so much if they already know the answers. Because many of them just want the answers for the test, whereas I don't want them to focus so much on the answers, I want them to see the process unfold. Because to me that's the exciting part of being a historian, and I try convey that to them that that's the exciting part. Let's see what these people were thinking. To us it seems so out of our range of what's normal, but this was normal for them. So what's going on here? Let's focus on the primary sources.

Laura Jernegan: Girl on a Whaleship

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Annotation

In 1868, Laura Jernegan, six-year-old daughter of a whaling captain, put to sea with her parents and younger brother. This website, created by the Martha's Vineyard Museum, explores her family's four-year whaling expedition, focusing on Laura's own diary.

Two narratives ground the exhibit: "The Story of Whaling" and "Laura's Story." Each narrative is divided up into three sections—"Before the Voyage," "The Voyage" and "After the Voyage"—and consists of 14—15 individual "chapters," each a short essay of approximately 300—1600 words. "The Story of Whaling" describes the rise and fall of the whaling industry and the nature of a whaling voyage, including preparation and hiring crew.

"Laura's Story" narrates the voyage of the Roman, the ship on which Laura and her family set sail. The voyage included a stay in Hawaii, mutiny, and the Roman's sinking in the Arctic (everyone survived). "Laura's Story" also looks at the lives of Laura and her family before and after the voyage, as young children and as adults. Each essay include links to images, descriptions, and other sections of the website that clarify and enrich the text.

For Laura's own description of her time at sea, "Explore Laura's Journal" lets visitors browse her 43-page journal. Written in a child's bold handwriting, the journal is short and easy to read, and can be viewed in the original scans, as a text transcript, or with a magic lens feature that translates the writing into print as the mouse runs over a page.

Further background information supports the two narratives and Laura's journal, including:

  • "About Whales," a mini-exhibit answering basic questions about six whale species;
  • an interactive timeline reaching from 1774 to 1955, including both general world history events and whaling events;
  • "Explore the Ship," a diagram of a whaling ship that visitors can click for information on crew positions and parts of the ship; and
  • a "Map of Whaling."

This interactive world map lets visitors display features from six sets of information, turning each set on or off and overlaying them. The sets include the four routes of the Roman's journey, three typical whaling routes, posts and sites important to whaling, 1878 whaling grounds for four species, major ocean currents, and whale migration patterns for three species.

Finally, visitors can view zoomable photographs of 175 different whaling-related objects in "Artifacts," read the descriptions of 15 crew positions in "Meet the Crew," and browse 16 pieces of logbook art, 36 photos, and 53 whaling-related images in the "Picture Gallery." An A-to-Z glossary offers definitions for 180 historical and whaling terms. Visitors can also explore the biographies of five people, including all of the members of the Jernegan family and, in "More About," can read 10 more 1,000-3,000-word essays on subjects like race and whaling, women and whaling, and 19th-century children's literature.

In the "For Teachers" section, educators can download two units on whaling: a four-lesson unit for grades 1–3, or a six-lesson unit for 4–5. "For Further Study" features a bibliography of 75 books for children and adults and eight annotated links.

A thorough website centered around a very unique primary source—use it to invite young children into history through the voice of a peer!

Examining the Korean War

Teaser

Allow students to explore historical events through multiple perspectives with this lesson.

lesson_image
Description

Students compare two conflicting textbook accounts of the start of the Korean war, and formulate hypotheses for the source of each textbook.

Article Body

This is a simple, straightforward lesson that not only provides students with the opportunity to analyze causes of the Korean War, but also supplies an excellent opportunity to teach some fundamental principles of historical thinking—namely, that textbooks are historical sources written from a specific point of view, and that differing perspectives produce contrasting narratives of historical events. The lesson begins with a brief discussion of reasons that textbooks—especially textbooks from different countries—might offer differing accounts of the same event. After a brief background lecture on the Korean War [supplemented by slides available here (under lesson 4)], students read two conflicting textbook accounts of the start of the war, and answer a set of guiding questions. The guiding questions are especially helpful at directing students beyond the superficial differences between the documents, encouraging them to pay attention to specific language that might make one document more or less trustworthy than the other. Finally, students are asked to hypothesize which passage came from a North Korean textbook, and which came from a South Korean textbook, again citing specific passages of text to support their hypothesis. One of the greatest strengths of this lesson is the degree to which it is anchored in the documents, and keeps bringing students back to the text itself. Often, students can state an overall sense or impression left by a document, but have difficulty articulating exactly what about the document created that impression. This lesson requires students to zero in on specific language within the text that achieves the authors’ purpose and ultimately reveals something about the source of the document.

Topic
Korean War
Time Estimate
1 to 2 class sessions
flexibility_scale
5
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes

A brief “mini-lecture” at the beginning of the lesson provides some context for the Korean war, including a map provided here (Click on the Powerpoint for Lesson 4).

Rubric_Content_Read_Write

Yes

The lesson requires a close reading of the text; writing requirements are minimal, but could easily be expanded.

Rubric_Analytical_Construct_Interpretations

Yes

The two documents included provide varying perspectives on the start of the Korean War. The primary objective of the lesson is for students to analyze these interpretations in order to indentify each document’s source.

Rubric_Analytical_Close_Reading_Sourcing

Yes

This is perhaps the lessons strongest point, as it requires close reading in order to make a hypothesis about source information for two conflicting documents.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

A graphic organizer precedes the guiding questions to help students organize information from each document.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Animoto

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What is it?

Animoto takes photographs and allows users to add sound and text, as well as control some editing of the video project, in order to share stories through a short video presentation. Students will find the ability to express themselves through new media tools an attractive aspect of Animoto, and teachers can utilize this tool as a way to bridge curriculum and student engagement or develop digital storytelling projects. For students and teachers tired of PowerPoint presentations, Animoto is just as easy to use and provides a wider multimedia experience.

Getting Started

Pre-planning is a helpful first step in creating your video project. Gather all images and video clips and save them in a desktop folder. If a particular soundtrack serves the needs of the project, make sure the sound clip or song is in .mp3 format. Finally, on a piece of paper, sketch out the storyboard for the video—in particular the placement of text in the video. Animoto offers a handful of different account types that vary in price from personal to business.  The "Professional" account priced at $22/month ($264/year) is the most common and offers HD quality videos, more than 25 professional fonts, and pre-built storyboards.

Once images and videos are uploaded, users can click and drag images at will in order to construct a desired sequence. Other features allow users to spotlight certain images or videos for a more focused display during the final presentation...

After users open an account, the first step is to upload photos and videos via three options: from files on the computer, from Animoto's own collection of photographs, or from another website. Uploading images and videos from the computer allows users to select multiple files and conduct a batch upload. Once images and videos are uploaded, users can click and drag images at will in order to construct a desired sequence. Other features allow users to spotlight certain images or videos for a more focused display during the final presentation, add text slides, rotate and/or duplicate images, and delete any unwanted selections. It is worthwhile to note that one of Animoto’s biggest drawbacks is the limit placed on text entries. Text restrictions may prove to be frustrating for users, but one simple way to bypass these limits is to create a PowerPoint slide with the desired text, save that PowerPoint slide as a .jpg image, and then import the file as a picture into Animoto. Step two directs users to add a music file, or soundtrack, to the video either through Animoto’s own selection of songs or your own .mp3 files. Users can also select at which point the music begins. The final step is the editing process and finalization, where users can establish the speed of transitions, the design template, and select whether the video is short (30 seconds) or full length. After all selections are made, users go to the final section where the credit information is provided for the title of the video and the creator(s). Here is where Animoto users will find a second frustration: once everything is ready to go, users select “create video” and the process of finalizing the video can often take quite a while. Nevertheless, Animoto emails video creators once the video is finalized . . . so you don’t have to wait around. (Update: Animoto’s site updates may have fixed the speed delay in finalizing videos.)

Examples

Teachinghistory.org used a quick mock-up video at the 2011 AHA conference to show attendees how five simple images can tell a story. Other video examples include The American History of Chocolate, The Great Exchange, and Civil Rights.

For more information

Animoto’s website, as well as their education page.

USA Today’s blog TechnologyLive looks at the updates and improvements of Animoto.

Review an abstract on "Animoto and language acquisition in the classroom." İrgin, Pelin and Yildiz Turgut "Using Animoto for Language Education" The International Journal of Learning 16 (2009): 1-8.

LucidChart

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What is it?

Many links and hints and tips and tricks find their way past my screen on a daily basis care of Google Reader, Twitter, and email exchanges with teachers. One day last fall, this video featuring LucidChart came to my attention. The simplicity with which the tool was used to create organization of ideas to tell a story resonated with them as an option for communicating complex ideas in a visual manner. LucidChart identifies itself as “the missing link in online productivity suites.” The web-based, clean interface allows for the collaborative creation of diagrams and flowcharts for publishing. I recommend this tool as fast, easy to learn, collaborative, and functional on any browser.

Getting Started

Registering is a breeze, needing only a valid email address. I created a flowchart in LucidChart to detail the steps for getting started with the tool. Many of the boxes are hotlinked—run your mouse over the textbox, and if a hand appears there is a link to explore. (Make sure you have popups unblocked to view the included links.) The tour, examples, forums, and tutorials are appropriately helpful and clear. If you believe that this is a tool that would suit your educational pursuits, there is an educational version that is available free of charge to K–12 teachers and students. For the more tech-savvy, there is also an integrated function between Google Apps and LucidChart. In an email exchange with David Grow of LucidChart he stated,

“For K–12, we are committed to always providing LucidChart free of charge so there is no expiration. Also, an educational account is essentially the equivalent of a paid Team account which has all of the premium features! We are eager for more teachers and students to be using LucidChart.”

I cannot stress enough that with a tool like this, it will take you a bit of time to feel as though you are a “master,” but you can feel functional almost immediately. The drag-and-drop-style features make it quite intuitive. I created the Getting Started flowchart to demonstrate my own willingness to create and play a bit in the pursuit of encouraging more teachers to do the same.

 

Examples

Flowchart, Green Card Application Process, Taylor Valentine and Ozzie Dembowski Quite traditionally, my American Government classes work through the three branches of government in their investigation of the American political scene. For the study of the Executive Branch, we look intently at the complex bureaucratic structures developed over time at various levels of government. I find that students often think that the Executive Branch is just the president or governor or mayor, but fail to consider the elaborate web of bureaucracy that the Executive Branch oversees. The end-of-unit project is based on the understanding of a selected bureaucratic “task.” The goal of the project is for the students to actually pursue the task by assembling and filling out paperwork, making phone calls, reading . . . reading . . . reading, and asking questions. At the end of all of it, the partnerships present the body of evidence with the paperwork, but also with a flowchart that details the process by which the average citizen would complete the task. They are to add in links, tips, tricks, hints, and such. At the completion of the project the students had to not only analyze the complex structures of government bureaucracy, but also produce a “deliverable.”

LucidChart was one of the best choices of tool for this task because of its simple, web-based, collaborative functions. Being able to investigate, research, create, and then present/publish their findings meant that the learning was not just a creation for in-class sharing, but could be shared digitally and hence more broadly. One of the most functional tasks chosen by the students was completing the Free Application for Federal Student Aid (FAFSA). As seniors, they are all in the midst of applying for college and now for financial aid. The students that worked on FAFSA were able to share their flowchart with their peers in order to demystify the process a bit. Much of students’ reflection commented on the complicated nature of the processes and the struggle they had to attempt to simplify the procedures down to a flowchart. As a teacher I was able to see the level of research and clarity of understanding in the graphics they produced on LucidChart.

Student Examples:

Union or Secession: Virginians Decide

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Created by the Library of Virginia as part of its Virginia Memory project, this website lets visitors explore the events leading up to and immediately following Virginia's secession from the Union on April 17, 1861. Short essays and more than 200 primary sources, including newspaper articles, speeches, letters, prints and drawings, official documents, maps, and other materials, present the story from a variety of perspectives, including those of women, African Americans, and people both pro- and anti-secession.

The website is divided into six different sections, each providing a different way of approaching the content. “Virginians Decide” divides Virginian history from the beginning of 1860 to July 1861 into 12 chronological sections, covering events including the 1860 presidential election, the meeting of the Virginia Convention of 1861, the formation of West Virginia, and the entrance of Virginia into the Civil War. Each section features a 300–500-word essay introducing the topic, accompanied by 5–45 related primary sources, links to the biographies of related historical figures, and 1–3 more short essays looking at aspects of the topic in greater detail. “Explore” lets visitors search all of the site's primary sources by 11 themes (Business and Economics, Convention of 1861, Elections and Politics, Journalism, Making West Virginia, Military, Restored and Loyal Government, Secessionism, Slavery, Unionism, Women) and seven geographical regions.

Visitors can get to know more about the people in the sources in “People.” Forty 400–2,500-word biographies give overviews of the lives of journalists, members of the Convention of 1850–1851 and of 1861, members of the Wheeling Convention, politicians, ministers, escaped slaves, free black businessmen, writers, army officers, slave traders, and others. Each biography includes related primary sources and links to related biographies. “Timeline” lets visitors browse sources arranged on an interactive timeline covering 1849 to 1862, and “For Educators” includes four downloadable lesson plans (on John Brown and the Fugitive Slave Law).

Of special interest to educators is “Callie's Mailbag.” This section gathers together 22 letters sent to a young educated Virginian woman, daughter of a secession-sympathetic Campbell County family. Callie Anthony was in her early 20s when she received these letters, which date from Dec. 1859 to Jul. 1861 and come from relatives and friends, expressing a wide range of pro- and anti-secession views.

Scanned documents and images can be downloaded in high resolution, and transcripts of written and printed documents are also downloadable. A valuable site for anyone teaching Virginian Civil War history, or wanting to give students a closer look at tensions in a seceding state.

Virginia Memory

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A project of the Library of Virginia, this website makes many of the library's resources available to the public in digital form. Most resources in its digital collections relate to Virginia history, making this a treasure house for educators teaching Virginia state history.

"Digital Collections" contains the bulk of the site's content. More than 70 collections document aspects of Virginian life and politics from the colonial era to the present day, and include photographs, maps, broadsides, newspaper articles, letters, artwork, posters, official documents and records, archived political websites, and many other types of primary sources.

Topics include, but are far from limited to, modern Virgina politics and elections; the 2007 Virginia Tech shooting; World War II photographs; Works Project Administration oral histories; the 1939 World's Fair; World War I veterans and posters; the sinking of the Titanic; stereographs; the Richmond Planet, a 19th-century African American paper; Civil War maps; official documents related to Civil War veterans; religious petitions from 1774 to 1802; letters to the Virginia governor from 1776 to 1784; Dunmore's War; and official documents from the Revolutionary War. Collections can be browsed by topic and title, and are internally searchable using keywords and other filtering tools.

Other features on the site include the "Reading Room," "Exhibitions," and "Online Classroom." "Reading Room" lets visitors explore a primary source for each day in Virginia history or browse a timeline of Virginia history. There are eight essays on unusual sources in the library's collection as well as on new finds in the library's blog, "Out of the Box."

"Exhibitions" preserves 25 exhibits on Virginia history topics that accompany physical exhibitions at the library. "Online Classroom" orients teachers to the site with a short "Guide for Educators," suggesting possible uses for the website's resources, and offers four source analysis sheets and 30 Virginia-history-related lesson plans, all downloadable as .pdfs. The section also highlights two online exhibits designed to be particularly useful to teachers: "Shaping the Constitution," chronicling Virginians' contributions to the founding of the country, and "Union or Secession?", which uses primary sources to explore the months leading up to Virginia's secession in the Civil War.

An invaluable resource for educators covering Virginia state history, this website should also be of use to teachers covering the colonial period, the American Revolution, and the Civil War generally, among other topics.

Zinn Education Project Anonymous (not verified) Thu, 02/10/2011 - 18:03
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Created by the nonprofit organizations Rethinking Schools and Teaching for Change, the Zinn Education Project works to bring resources exploring the “role of working people, women, people of color, and organized social movements in shaping history” into the classroom. Inspired by the work of historian Howard Zinn, author of the popular A People's History of the United States, the website provides teachers with materials for expanding on these historical narratives.

“Teaching Materials” contains the bulk of the site's content, including more than 100 teaching activities. These can be downloaded in PDF form following free registration, and include essays, articles, interviews, and full lesson plans on topics related to marginalized groups and labor history. Titles range from “Exploring Women's Rights: The 1908 Textile Strike in a 1st-grade Class” to “What the Tour Guide Didn’t Tell Me: Tourism, Colonialism, and Resistance in Hawai'i”.

“Teaching Materials” also contains more than 300 annotations on audio resources, fiction and nonfiction books, films, posters, commercial teaching guides, websites, and Spanish/bilingual resources. Annotations consist of 2–3 sentences describing the resource and its relevance to Zinn's focus and classroom use.

“Teaching Materials” can be browsed by date (either selected on a timeline, or chosen from 16 time periods, ranging from “Colonialism” to “20th Century” ) or searched by one of 29 themes, five reading levels, or by type of material (teaching activity .pdfs, audio, books: fiction, books: nonfiction, films, posters, teaching guides, websites, or Spanish/bilingual).

Useful to teachers wanting to expand on the traditional textbook narratives on marginalized groups and labor history.