Civil War Letters

Video Overview

Is one primary source sufficient to give a rounded view of a subject? How about three? Professor Chandra Manning analyzes Civil War letters from a white Union soldier, a black Union soldier, and a Confederate soldier, paying particular attention to the different concerns of the soldiers. She concludes that no array of sources can give a complete view of a subject, but that multiple sources allow valuable contrast and comparison.

Video Clip Name
Manning1.mov
Manning2.mov
Manning3.mov
Manning4.mov
Video Clip Title
Introducing the Letters and a Union Soldier's Letter
Union and Confederate Soldiers' Letters
A Confederate Soldier's Letter and a Black Union Soldier's
A Black Union Soldier's Letter
Video Clip Duration
7:57
5:48
8:27
4:35
Transcript Text

The first letter, first chronologically, was a letter written in October of 1862 by Jasper Barney, a private in an Illinois regiment. He fought for the Union Army, he was a farmer from Illinois and he is writing to his brother-in-law, another family member, about the state of the war and particularly about Emancipation.

The second letter is written the following month, November of 1862, but it is by a white Confederate soldier, prosperous farmer John White to his wife. And he is writing at a moment when militarily, the Confederacy is enjoying more success but Confederate civilians are living with the uncertainties of having a war fought in their own backyard. He's also writing about the Emancipation Proclamation and the fears that it has stirred up amongst Confederate civilians at home. His letter is a very personal letter too, in that he is quite forthcoming with his wife about how much he misses home and how torn he feels between his desire to be home and protect his family and the need to fight this war.

And then the third letter is written in February of 1864. It is by a black member of the 14th Rhode Island Heavy Artillery, a black regiment. And he is writing from the city of New Orleans, which his regiment is occupying at the time to really articulate what he and many other black soldiers see as the stakes, as why this war matters for black Americans in particular.

Men in a regiment, or at least in a company, tended to enlist together. So letters that come from home will be read probably by more than one person, will probably be read out loud. A letter to home will often include a passage that says, "Brother A says to say, 'X, Y, Z'" With Civil War soldier's letters the vagaries of letter survival can skew our picture a little bit. The letters to home have a much greater survival rate than the letters from home to the front.

The letters from home don't survive because soldiers have nothing that they can do with them. Also, before battle soldiers are likely to destroy any personal letters that they have on them. Their fear is if personal letters are found on them that the enemy will somehow use that information.

The Union has the U.S. Postal Service; the Confederacy never really has a very efficient or working postal service. There's travel back and forth between home and the frontlines all the time, so often somebody from home or nearby is in camp and going home and you send letters that way and when that person comes they bring letters. There are also private express companies.

Jasper Barney's in the hospital when he writes the letter. He is trying to recover from a wound so the first part of the letter is about recovering from his wound and that actually in one sense is typical because almost every soldier's letter talks about his health to almost excessive degrees.

The letter is written in October of 1862, and in the fall of 1862 there's quite a lot of turbulence on the Northern home front and regarding the Union Army cause in general. The war militarily had gone fairly well for the Union in the early months of 1862 and then in the summer of 1862 the war started going poorly for the Union militarily and the North sort of woke up to the fact that this was going to be a much longer war than anybody had anticipated. So by the fall of 1862 the Northern home front and soldiers are still trying to cope with that realization.

One of those new measures that is taken to fight the war is the Emancipation Proclamation. The preliminary Emancipation Proclamation had been issued on September 22nd of 1862 and the Emancipation Proclamation really changed the whole aim of a war that had been begun to save the Union. Now it becomes a war also to end slavery. Now those two goals had never been completely separable but the official line had always been "This is a war to save the Union" and not to have really much of anything to do with slavery. Those changes really rocked much of the Civil War North, particularly the Northern home front.

You have quite a lot of dissent among white Northerners over the Emancipation Proclamation. Black Northerners, there is no dissent. They think this is exactly what has been needed since well before the war began. There are a number of issues at stake in the 1862 elections. There are economic issues, there are issues having to do with civil liberties, what actions can and cannot the United States government take during wartime and there's the war and of course there's the Emancipation Proclamation.

Meanwhile you have a number of new soldiers entering the ranks. So you have elections, tumult and dissent, and a host of new soldiers coming into the army, all at about the same time. And that's when this letter is written.

This letter is written by Barney who has actually been in the army for a while. So he is writing as an experienced soldier to his brother-in-law who has just joined. Barney, who would normally show a certain modicum of deference or respect for his more socially-elite and older brother-in-law thinks that this is too important an issue to stand on ceremony and so he tells him straight up, I think that you're wrong, I think that the Emancipation Proclamation is exactly what is needed to end this war. And what is more, you're going to think so too as soon as you have been in the war for any length of time.

Barney is fairly typical, he certainly wouldn't have called himself an abolitionist, he certainly would not have predicted that in less than a year he would be calling for the end of an institution that's older than the nation itself. It's quite a radical thing to talk about ending slavery in the 1860s. He's undergone what is a huge transformation in his thinking. As you can see from the letter to his brother in law, his family has not really kept up with this transition. So a gulf has really opened between many soldiers and their families at home.

He is on the Emancipation question even on the first paragraph, he says, "Now my lady love is more attentive for I got a letter from her yesterday. She is all right on the goose question." "All right on the goose" means how you stand on the slavery question, she agrees with him about Emancipation so he is pleased about that.

Then in the next paragraph he's addressing what he sees as his brother-in-law's mistaken views. "You say in your letter that you or your regiment is not in for freeing the Negroes. I am sorry to hear it. You wanted to know what I and my comrades thought of the Negro question. I think Old Abe's Proclamation is all right and there is very few old soldiers that is against it. It is my opinion that yourself and the greater part of your regiment will be in favor of it before you are in the service six months. I was of the same opinion of yourself when I first came into the service but I have learned better. You said you thought the thing would come to a finish by spring if the Negroes was left alone, but I think you will soon find out different. For it is my opinion that the war will never come to a close while the Negroes is left where they are to raise supplies for the rebel army. Even if we could suppress the rebellion and leave the main root where it was before, it wouldn't be long before they would try the same game as before. But if we take away the main root of evil and confiscate all their property they will have nothing to fight for hereafter."

First of all, it's the war that has changed his opinion. Second of all, it's going to change his brother-in-law's opinion too. His reasoning is actually quite pragmatic, what he's talking about is the recognition that without the institution of slavery there never would have been a war. So if we want the war to end and if we want not to fight it again we have to get rid of the cause. That passage encapsulates quite well a major shift in thinking that goes on. It's a pretty astute analysis on his part and on many soldiers' part that there's no way that the Confederacy could have conducted a four-year war without a slave labor force. The Confederate workforce is mobilized, is in the army.

"Old Abe gave them 90 days and that was long enough for them to come to terms and save their property and Negroes, but it seems like they wanted to go the whole hog or none. Now, I think it is perfectly right to take the hog and leave them none and then if they ain't satisfied, I am in for banishing every rebel and rebel sympathizer from the U.S. I am a whole soul Union man and believe in giving the rebels a lesson to be remembered in after generations. Then we will never be troubled with civil war again."

He's talking about the precise terms of the Emancipation Proclamation here. The Emancipation Proclamation issued on September 22nd is actually more, probably the preliminary Emancipation Proclamation and what it says is that the slaves in the states that are still in rebellion against the Union as of January 1st, 1863, will be freed.

And so essentially it's an ultimatum delivered to states in rebellion and the reverse of it would say, therefore if you return to the Union before January 1st, 1863, your slaves won't be freed. And the Proclamation says that because it is operating in a context of a Constitution that protects slavery.

And so, the Emancipation Proclamation can only justify itself as a war measure. So what he is saying is, Lincoln gave the states 90 days to come back. He gives them a chance to retain slavery and if they won't take that chance, if their demands in terms of greater protection for slavery are more important to them than coming back in the Union and keeping slavery where it is then they made their own bed and let them lie in it.

By the time Barney writes this letter he has no qualms at all about confiscating the property of even non-combatants. As he sees it now the only thing that's going to end this war is to take a much harder line, to take away the root of the war.

And in the next paragraph he wants to assure his brother-in-law that 'I am not some wild-eyed abolitionist here, I am not a crazy reformer, this is in fact what most of us hardened commonsensical soldiers think.' He says, "Well, I think I gave you a very good sample of the opinions of myself and comrades."

I think the next paragraph is a good clue into the sort of limits of growing Emancipation sentiment among the Union Army, in other words he is all for ending slavery, but ending slavery is quite different in his view from increasing rights of former slaves or anything approaching racial equality.

You see that when he says, "P.S. I am not in favor of freeing the Negroes and leaving them to run free and mingle among us. Neither is such the intention of Old Abe, but we will send them off and colonize them. The government is already making preparations for the same and you may be assured it will be carried into effect."

So he doesn't know what should become of former slaves, but he certainly doesn't want them living among his own friends and family in the North. He refers to a passage in the preliminary Emancipation Proclamation that does not mandate but suggests as a possible outcome for former slaves, 'maybe they'd be happier if we send them back to Africa or to some place in South America and they could start their own society.'

By the time of the final Proclamation all reference to colonization has been omitted. Slavery was Southern, but prejudice was nationwide. And so colonization was sort of a way of coping with the tension between the insistence that we really need to get rid of slavery and uncertainty about what do we do with real slaves?

The Confederate soldier is named John White. He is part of the army of Northern Virginia, which is the fabled army of Robert E. Lee and he is writing from Fredericksburg, VA, in late November of 1862. So he's essentially writing while Union forces are getting ready to try and take Fredericksburg. It's cold, it's miserable, it's wet, his letter may or may not make it outside of battle lines. He's writing to his wife, there are armies in her backyard. Moreover, White's wife lives in a part of the state where there are slaves and there is a terror that the war is going to inspire a slave insurrection. Those fears are present from the very beginning of the war but at the time of the Emancipation Proclamation they become even more acute.

There is more uncertainty and there is a lot more worry in his letter. Even though militarily the war's going a lot better for his side at this time than it is for Barney's side. The Confederacy is very centralized, much more centralized than the Union and the Confederate Government nationalizes the economy to a much greater degree than the Union could even dream of doing.

And there's major disagreement about whether the Confederate State has any authority to do this. The reason why that disagreement doesn't spill over into a massive rush to rejoin the Union is all that stuff stinks, but it's not as bad as the Union. And I think that's the calculus that goes on in the minds of most Confederate soldiers. It's not liking the Union more than liking or feeling any attachment to the Confederacy that keeps the Confederate army in the ranks. Civilians are ready to throw in the towel a lot earlier than soldiers are.

He starts off by talking about a local neighbor's and he explains that's how he got some letters from his wife and is able to send some letters to her. But then, he hasn't even gone through the state of his health or the health of all their children or their friends at home before he gets to his concerns about the possibility of slave insurrection.

So his two main concerns, right from the outset are one, we can't be in touch with each other as much as I would like us to be and two, you're worried and I'm worried about slave uprising.

He talks about the battle that he calls Sharpsburg and Union soldiers would call Antietam. The battle of Antietam took place on September 17th of 1862, right before the issuance of the Emancipation Proclamation. The Confederacy stages a number of invasions of Union soil in the fall of 1862. Robert E. Lee's army marches into Maryland and the Union Army meets the Confederate Army at Sharpsburg, the name of the town in Maryland, along a creek called Antietam Creek.

The Confederates tend to name battles after the town nearest where a battle is fought while the Union tends to name battles after natural features, most often bodies of water. Militarily that battle was a draw, but it counts as enough of a Union victory because the Confederates were trying to invade the North. Their invasion was stopped at Antietam. And so the Confederates retreat back into the Confederacy.

Confederates do not see this as a devastating defeat by any means, but the Union has been so desperate for a victory because Lincoln has been trying to find a way to issue the Emancipation Proclamation since the summer of 1862. But he did not want to do it at a time when the Union Army appeared to be failing because then it would just look like a desperate move and that's not how he wanted it to look.

As you can see from White's description of the battle, he saw it as a terrible battle. But he doesn't really see it as a major Confederate defeat.

"Oh Matt, it almost makes me shudder to think of it. How will the 17th of September live in the memory of the 32nd Virginia Regiment and its friends? Oh, it was an awful day. Imagine my feelings, if you can, when I saw my comrades and friends falling all around me from the death-dealing shot and shell of the enemy and knew not how soon it would be my fate. Thanks be to a kind providence, I came out unhurt but narrowly escaped. A ball passed through my blanket between my body and right arm. I shot my gun until I could hardly get a cartridge down her. Finally, they gave way and ran, hotly pursued by our brigade, the 32nd leading the charge until pursuit was dangerous. They were said to be three to our one."

He's writing this more than a month later, but it's still a pretty fresh impression of his experience of battle. It's such an overwhelming experience to be in a Civil War battle. The impressions are roaring noise, and smoke, and a horrific smell. And those are hard sensations to really write precise words about. And so there are a series of stock phrases that soldiers tend to fall back on. There's nothing in her experience that he could compare it to. It doesn't so much make his description hollow as highlight the enormity of the experience, because he's clearly an eloquent man, and yet that's too overpowering for him.

But it's really important to him for two reasons, one, the enormity of the battle itself but two, it becomes the occasion for this Emancipation Proclamation. White and his wife aren't shocked by the Emancipation Proclamation so much, they sort of have expected it, they thought since the beginning that the Union was out to destroy slavery and all this talk of Union is really just a red herring. But the Emancipation Proclamation makes those fears more real for them. Moreover, they worry that slaves are going to hear about this Emancipation Proclamation and will become emboldened and as a result will start holding uprisings and possibly go on killing sprees.

"Dear Matt, I must tell you I am in a hard place and know not what to do. When I think of my sufferings, both in mind and body which are indescribable and how much my services are needed home, I am tempted to try and get there. I see no probability of getting there if I remain in the service. The war is likely to last for years yet and I cannot reasonably expect to survive it. Besides this, you are threatened with an insurrection," which is again a reference to the slave uprising that they fear is going to happen because of the Emancipation Proclamation, "and how better can I die than defending my family and fireside. To do this, I came in the war and now that you are threated, I consider it my Christian duty to come to your rescue and protection. Dear Matt, you know that I love my country but I love my family better."

And I think in that passage he captures the dilemma that's going to be a dilemma for a great number of Confederate soldiers. And the dilemma is this; most Confederate soldiers don't own slaves. Two thirds of white families in the Confederacy are not slave owners. But they're not stupid, they know full well that this war was begun to protect the institution of slavery and they're not embarrassed about that. In fact, they agree that it was important and the reason why is not necessarily that they own slaves, they live in a place where 40 percent of the population is black. Parts of the Confederacy, the majority is black slaves. And they honestly believe that the two races cannot live together harmoniously without the institution of slavery.

"Dear Matt, you know that I love my country but I love my family better." Now that sounds to me like a very unguarded moment. That's not the sort of sentence you would want anyone you didn't really trust to see. Particularly in wartime when there were questions of loyalty, when there were questions of patriotism, when your own honor rests in part on your reputation for fearlessly defending your country. There's no censorship, there's no official mechanism by which superior officers are going to read his mail. But you don't know that it's not going to go amiss, that it's not going to get dropped somewhere and have someone pick it up. So that he took that risk really underscores the sincerity of that line for me.

The problem is, that if the heart of the motivation is to protect what one sees as the best interests, the health and the safety of one's family. And then the war to protect one's family starts threatening one's family, what do you do? Does he best protect his family by staying in the army and trying to secure an independent Confederacy where slavery will be protected forever or does he best help his family and protect his family by going home so that if there is an insurrection he's there to take care of them? And that tension will haunt him and will haunt most Confederate soldiers really for the rest of the war and is at the heart of the war experience for a very great many Confederate soldiers.

The third letter is written by a black Union soldier to the editor of the most prominent African American newspaper during the Civil War, the Weekly Anglo-African and black soldiers throughout their term of the service in the Union Armies do this. They write to Northern newspapers, particularly black newspapers, about their soldiering experience. The majority of black Union soldiers were former slaves who could not read and write and so we don't have letters from them. Who we have letters from are the minority, who are Northern free blacks, who could read and write before the war. They sort of see themselves as having obligations, not just to their family, representing the war experience to their family, but to a broader, at least black, public.

He is writing from New Orleans, LA, in February of 1864. This soldier is a member of the 14th Rhode Island Heavy Artillery. New Orleans has been under Union control since May of 1862 so he is really an occupation force.

He is also fighting two battles at once because initially black Northerners who tried to join the Union Army were refused. Black soldiers were not accepted into the Union ranks until 1862 and they didn't join in big numbers until 1863.

Once they're in the ranks, they're paid less. At first there are no black officers and at first they are barred from combat duty. So he is fighting to save the Union and to redefine it, to redefine it as a place where he and people like him are seen as citizens, are seen as invested with the same rights and promises as white Americans are. And you see evidence, I think, of both battles in this letter. The immediate audience for the Anglo-African is Northern blacks. However, all newspapers in the 19th century have a habit of picking up letters, columns, articles from one paper and running it in their own pages. There is always the chance that this could run in a white newspaper too.

So he always has a definite audience and a potential audience in mind.

"I will give a brief account of the battalion to which I am now attached, and to which I hope to belong until this cruel war is ended, and the nation enjoys once more the blessings of peace." Well there he's talking about Union versus the Confederacy but then the next passage after that he's onto the battle for respect for citizenship, for equality within the Union itself.

"The Battalion is composed of as good material and contains as brave hearts as any equal number of men that ever shouldered a musket in this war." We are just as good, we are just as brave as any other soldiers, including the white ones, is what he's saying there. "These men have left their own dear homes, their wives and children, of their own free will: why, then, should they not fight?" We have made the decision to fight in this war, just as white men have, so if one of the sort of hallmarks of fitness for citizenship is the ability to reason, to excerpt one's own free will, look, we have done that.

"Yes they will," fight, "as they know full well that this is the golden opportunity that they have given them to establish their manhood, and capability as soldiers before the world."

Manhood shows up all the time in black soldier's letters and it can have one of two meanings. Sometimes it means recognition of the full humanity of all black Americans. In this one, though, he clearly means the adult male identity of black men because one characteristic of the adult man in 19th-century American culture is the ability to take care of a family, the ability to support a wife and children. And its men who are entitled to full political rights and he has twice told his readers that 'we have characteristics of manhood. One is in the moral agency, that we of our own free will decided to do something and two is, we have wives and children, we support families. We therefore have the attributes of adult males and are entitled to the rights of adult males.' So he means manhood in that explicitly gendered way.

The next and final paragraph is a very conventional one. This is the sort of thing that shows up in a number of public letters. "If it be my lot to fall on the battle-field, I shall be content to die far from home and friends, if my ears are saluted by the shout of my comrades, 'The battle is over; the stars and stripes wave triumphantly, and the slave is free!' This is a letter that is not just telling loved ones how he feels but is really also fighting this very public campaign for respect for black soldiers and for African Americans in general.

He signs it with the name Macy and this is another challenge of working with black soldiers' letters. They take pseudonyms all the time. I don't know who this soldier is. That could have been a nickname, it could have been his first name, and he in fact does give his company and his regiment. But he doesn't sign his full name and so positive identification is a lot harder with black soldiers than with white soldiers.

I think juxtaposition works pretty well with letters. The Union and Confederate and the white and the black letters really do sound different. Students I think generally like reading letters too. They feel like real people that seems interesting to them. But having them read the letters against each other, just asking them what jumps out to you, what are they talking about, what strikes you, what surprises you, initial reactions.

With these particular letters it'll work pretty well. If what you want them to talk about is the Emancipation Proclamation it's all over those first two letters. Another strategy, a sort of teaching assignment might be to imagine the letter in response. You could talk about home front and battlefield using these letters because you could ask students to imagine how might Jasper Barney's brother-in-law have responded to this letter. Asking them to imagine responses I think also really makes them really engaged with the questions and the issues that are raised by the letters.

There's not a lot of talk about politics in the Union letter and there's often politics in Union letters. There's not overt criticism of Jefferson Davis or some aspect of the Confederacy in the Confederate letter which there often is in Confederate letters. At the time black soldiers are fighting for equal pay and you'd expect that to show up and it doesn't. In February of 1864 that's a hot issue and it not showing up is a little surprising. That is the drawback to using one letter. Of the letters that went amiss from John White, 12 of them might have talked about something that you would expect, but this letter doesn't. So, it's hard sometimes to resist the temptation to think we know everything about him from this one letter. We don't.

National Constitution Center: Explore the Constitution

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Annotation

Understanding the significance of the U.S. Constitution requires more than simply reading its text. This website provides context and tools designed to historically contextualize the U.S. Constitution and help users assess its lasting impact. An interactive Constitution lies at the heart of the website, providing line-by-line commentary by current scholars alongside excerpts from contemporary primary sources. Users can also search the Constitution in connection with specific court cases, topics, and keywords.

An interactive timeline in the exhibit "Centuries of Citizenship" provides useful background information. Additional contextual information is available in the form of a set of "fast facts"; descriptions of "basic governing principles," such as the rule of law, Federalism, and judicial review; detailed biographical information on all delegates to the Constitutional Convention; and audio discussions with scholars and pundits on topics ranging from voting to prominent court cases to women in the Early Republic. Three scholarly essays provide different "perspectives on the Constitution," reminding users that the success of the Constitution in uniting a group of diverse territories was far from assured in the late 1700s. Related primary sources in the "Founding Documents" section allow users to trace the relationship between the U.S. Constitution and the Magna Carta, the Mayflower Compact, and the Virginia Declaration of Rights.

New editions include the interactive experience "Lincoln's Crossroads," in which students face some of the choices Lincoln faced during his presidency; "A More Perfect Union," an exhibit on Barack Obama's 2008 speech on race at the Constitution Center; " and "Seize the Vote," a 4-player game testing voting rights' knowledge.

What Really Happened? Comparing Stories of the First Thanksgiving

Teaser

Take a variety of perspectives into account before moving past the first Thanksgiving.

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Description

Students read several versions of the story of the first Thanksgiving. They analyze the source and perspective of each version, and discuss the reasons that the story of the first Thanksgiving might generate so much controversy.

Article Body

This lesson does a good job of positioning students to understand and evaluate the perspectives of secondary sources on the First Thanksgiving. Students begin by establishing a common understanding of the "mainstream narrative" of the First Thanksgiving, either from their own experience, books on Thanksgiving written for young children, or a website like this one from National Geographic Kids. (Other, similar sites are also linked near the bottom of the lesson).

In groups, students then read accounts of the first Thanksgiving from one of four points of view: mainstream accounts, Native American educators and public school leaders, conservative and Tea Party activists, and Native Americans critical of the holiday. Multiple articles are provided for each category so teachers may choose the articles most appropriate for their students. After analyzing each category of sources in small groups, students come together as a class to discuss the various perspectives of the accounts they read. This is an ideal opportunity for teachers to highlight the importance of paying attention to source information and reading historical accounts with a critical eye.

Some modifications may be necessary depending on your students' ages, abilities, and background knowledge. Students may need additional background information on the sources depending on their familiarity with the different point-of-view groups. You may also need to modify some of the texts depending on students' reading levels. Also, see the rubric below for more background information and historically accurate information about the first Thanksgiving.

The lesson concludes with a series of discussion questions that do a good job of helping students to think more carefully about the social and political impact of accepted historical narratives. For example, "What's at stake in interpreting the story [of the First Thanksgiving]?" These questions help students start digging into why we remember the past in particular ways and compare stories about the past generated by collective memory with evidence-based accounts of the past.

Topic
Colonial history
Time Estimate
One-two class sessions
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes. One of the highlights of this lesson is that it requires students to compare accounts and judge the quality of evidence used in those accounts.

Rubric_Content_Historical_Background

No. Teachers may want to explore the sites listed here. Among the sites listed, some of the most useful and easily accessed background information can be found here and here.

Rubric_Content_Read_Write

Yes. The lesson requires only minimal writing, but does include some discussion questions that could be used as writing prompts.

Rubric_Analytical_Construct_Interpretations

Yes.

Rubric_Analytical_Close_Reading_Sourcing

Yes. Teachers will want to provide some background information on the various sources of the story, as understanding the perspective of each source is crucial to this lesson.

Rubric_Scaffolding_Appropriate

Yes. Teachers may want to adapt some of the text for younger students or for English Language Learners.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes. The Thanksgiving Interpretations Handout will help students organize and analyze source information for the accounts they read.

Rubric_Structure_Assessment

No, but the discussion questions could be used as writing prompts and an assessment. This approach would provide a way for teachers to assess how well students have grasped the varying perspectives and supporting reasons discussed in the lesson.

Rubric_Structure_Realistic

Yes.

Rubric_Structure_Learning_Goals

Yes.

SurveyMonkey

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What is it?

SurveyMonkey is an online survey builder. Its ability to analyze data through various graphs is a useful way to engage students in how historians construct questions and use data to inform historical thinking.

Getting Started

To start creating a survey, users can sign up for free (basic plan) through the SurveyMonkey site, or through their existing Google or Facebook account. Once enrolled, users can begin developing their first survey by choosing a theme/template, creating a name for the survey and choosing its category, or by simply choosing an established “expert” survey template. Next, users can edit the look of the survey and begin establishing questions. Throughout the creation of the survey, users can preview at any time. The basic, free plan is limiting and users would need to subscribe to a priced plan in order to customize surveys (which is appealing at an institutional level—school district, school, athletics department, PTA, marching band—but not for individual teachers in the classroom).

In order to add a question, users can click on the appropriate box which then opens into a new window where the type of question can be selected (i.e. multiple-choice, rating, matrix of choices, comment/essay). The first step is to develop the question, which is then followed by a prompt to provide choices based on the “question type.” For example, if "multiple-choice (only one answer)” is selected, each answer option is entered in a text box on separate lines. However, if a “matrix of choices” is the preferred format, then users will have rows where they can enter secondary questions, followed by fields where column headings can be entered in relation to the weight of the option. In other words, will “Excellent” rank as a “5” or a “1” on a 1 to 5 scale?

In addition to writing new questions, users can select questions from an appropriate databank, such as "education." Once the survey is complete, users can print a copy and send the survey electronically via email. One of the best features of Survey Monkey is the visualization tool, based on the type of feedback provided. Visualization options allow users to view data from many perspectives (bar, graph, area, line.) In addition, responses can be browsed, filtered, cross-tabbed, downloaded, and shared.

Examples

So, why use SurveyMonkey in the history classroom? Teachers can use surveys not only to gauge student learning, but also to walk students through how to ask questions. Understanding how historians pose questions is an essential skill in the social studies classroom; teachers can use Survey Monkey to help students understand cognitive levels of thinking and questioning (from fact recall to analytical or evaluative). If teachers model how to construct thoughtful surveys that will yield useful results, students are one step closer to answering their own questions with well-designed data collection tools.

...Students can develop surveys that critically reflect on a previous unit, in order to collectively discuss what they learned and what material still requires attention. This can be valuable ahead of AP exams, midterms, and final exams.

Using SurveyMonkey as an instructional tool is a great way to engage students in curriculum development. In this example, a teacher instructs her students to construct a survey on immigration. In the comments section, you can browse through the student-created surveys to see some examples. Unfortunately, most online examples are not produced by students. Most teacher-produced surveys tend to ask students to assess their teacher's instruction or are geared towards colleagues in the field of teaching. Hopefully, as survey-building tools become more commonplace, more student-produced surveys will appear online. On a final note, teachers should be aware that learning how to construct surveys is a valuable lesson for students, but learning how to construct questions that yield valuable data is even more important . . . but not easy. Wording of questions, understanding the target audience, and minimizing bias are all concerns students should be thinking about in constructing poll questions. But introducing students to these challenges can help them begin to understand why historians must think about these concerns in the process of analyzing historical events. One Teacher's Experience: Bridget Federspiel, Teachinghistory.org Teacher Representative Bridget Federspiel I have used SurveyMonkey for numerous projects. While completing a Teaching American History (TAH) grant proposal, I needed to collect information about the education background and professional development activities of my colleagues. I created a 10-question survey and sent the link in an email. My students have used SurveyMonkey to collect data for use in a National History Day project. The students created a survey and posted the link on their Facebook page. First the students made a list of questions for their survey. They wanted to gather information about how often students use particular Internet sites for research. The students created 10 multiple-choice questions for their survey. (Multiple-choice questions worked best due to the fact that it didn’t take too much time for people to answer the questions.) The questions ranged from the vague (how often do you use the Internet for research?) to the specific (how often have you used the Library of Congress site to search for information?). Each student then linked to the survey on their Facebook page, asking their friends to answer the survey. The students collected over 500 hits on their survey. SurveyMonkey tallied the answers for them, and the students used the information to create graphs of their results, indicating the most popular Internet sites used by the students.

For more information

SurveyMonkey's free basic plans provides users with unlimited questions and responses, custom survey design and URLs, security features, and the ability to create an Excel export and printable PDF. Additional pay plans add random assignments for A/B testing, question and answer piping, question randomization or flipping, and text analysis for open responses; the advanced plan also offers survey URLs, logo and branding, and the ability to decide where your respondents go after they complete your survey. Users should also note that other survey-building tools are quite popular online, such as Polldaddy.com and Zoomerang. In this brief article, a comparison is made between SurveyMonkey, MySurveyLab, Zoomerang, and FluidSurveys. Because each one of these programs adds features on a fairly regular basis, it is best to examine the various programs' websites for a more up-to-date comparison. One teacher reflects on the use of Polldaddy and SurveyMonkey as a useful tool for class presentations.

Using Historical Ephemera in the Classroom

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Article Body
What Is It?

Historical ephemera include transitory materials from the past that were intended to have a one-time or temporary use. This guide offers suggestions for teaching with historical ephemera.

Rationale

We can learn much from studying about the past using historical ephemera. Most of the ephemera that we have today were kept because they represent something significant to us. Personal ephemera, such as memorabilia, can provide an authentic entry point for students to learn about the past using evidence. Because ephemera are all around us, most children will have easy access to various types of ephemera, particularly mementos saved by family members. There are also many online collections of historical ephemera. The Ephemera Society of America maintains a list of ephemera topics.

Description

This guide describes a series of activities that introduce students to the concept of ephemera and to methods for using historical ephemera as historical evidence. The first activity introduces students to ephemera by having them locate historical ephemera in their homes or from an online collection. The second activity uses a print broadside (one of the most popular forms of ephemera) declaring December 18, 1777 a national day of thanksgiving. The third activity is focused on the construction of ephemera and the notion that history can be the study of everyday activities.

Teacher Preparation
  • Make arrangements for supporting students who may not be able to find historical ephemera in their homes. These students can be provided with pre-selected materials from online collections such as this one.
  • Students will need to access an online collection at the Library of Congress in Activity Two. If this is not possible, teachers should print the resources for use in the class.
  • In the third activity, students will be constructing personal ephemera. This work may require art supplies.
In the Classroom
It is very common for people to keep ephemeral materials; although it's unlikely they would call it ephemera.

Activity One: Learning from What's Lying Around—In this activity, students should locate a piece of historical ephemera in their homes. It is very common for people to keep ephemeral materials, although it's unlikely they would call it ephemera. Most people think of these items as personal memorabilia or mementos. They are physical items that remind us of past activities, events, or people. They might be photos, newspapers, magazines, ticket stubs, report cards, letters, postcards, or other items that evoke memories. The items selected by students should be somewhat removed from their experience, so as to open new opportunities to learn about the past. After students have located an item, they should respond to the following questions designed to support their analysis of the object and the context surrounding the object. The questions posed below are from an historical thinking heuristic developed by David Hicks, Peter Doolittle, and Tom Ewing called SCIM-C. For more about this historical thinking model see here. The first step is to summarize the content of the item. Have students answer these four questions to support their summary level understanding:

  1. What type of historical document is the source?
  2. What specific information, details, and/or perspectives does the source     provide?
  3. What is the subject and/or purpose of the source?
  4. Who was the author and/or audience of the source?

The second step is to contextualize the item in historical time and space. Have students respond to these four questions to support the process of contextualizing:

  1. When and where was the source produced?
  2. Why was the source produced?
  3. What was happening within the immediate and broader context at the     time the source was produced?
  4. What summarizing information can place the source in time and place?

Extend the activity by having students digitize their historical ephemera. Make the process simple by having students take pictures of the item and then post one to Flickr.com or some other photo sharing website. Once the item has been digitized and posted, it can be embedded in additional work aimed at producing an historical interpretation. See an example of a personal memento that I digitized here. This is a report card from my grandmother issued in May 1917.

Print broadsides are perhaps the most popular form of historical ephemera.

Activity Two: Posting the News—Print broadsides are perhaps the most popular form of historical ephemera. Broadsides were a very common form of communicating news-related information in the 17th and 18th centuries, and can still be found in public spaces, although today they tend to be more focused on advertising and the announcement of events. The typical broadside is an oversized single page communicating some information. Broadsides are posted in public spaces as a means to quickly and publically distribute important information. They are meant to be posted temporarily, lasting until the next rain, or when it is replaced with another posting, or even thrown away. In this activity, students will access a broadside from 1777 that announced a November 1, 1777 proclamation from the Second Continental Congress "recommending" December 18, 1777 as a national day of thanksgiving. Students can access a digital version of the broadside from the Library of Congress's American Memory collection titled "An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera." The actual digital broadside is located here. Students should answer the same set of SCIM-C summarize and contextualize questions posed above for this broadside. To extend students' historical thinking, have them also make inferences from the documents. Inferring is the third stage in the SCIM-C model. In this case, the inferences should emerge from specific questions that students have developed as they summarize and contextualize. To support students as they make their inferences, use these questions from Hicks, Doolittle, and Ewing:

  1. What is suggested by the source?
  2. What interpretations may be drawn from the source?
  3. What perspectives or points of view are indicated in the source?
  4. What inferences may be drawn from absences or omissions in the source?

The online presentation of the 1777 thanksgiving recommendation includes a newspaper article with summary and contextual information, but students may have to do some additional research to answer the SCIM-C questions. Activity Three: Creating Ephemera—To extend their understanding of how historical ephemera can be useful in studying the past, have students create their own ephemera to represent some historic event, idea, or person. Follow these guidelines when making the ephemera:

  • Use technologies that represent the period of the ephemera. For example,    computer software should not be used to make any item meant to    represent an event, idea, or person prior to 1990.
  • Use historically accurate language.
  • Make use of common ephemera forms, such as broadsides, postcards,    letters, etc.
For more information

For more on how we can use historical ephemera in the class or to access collections of historical ephemera please see these resources.

Organizations and Websites:

Books:

Collections and Online Ephemera:

Acknowledgements:
A special thanks to David Hicks at Virginia Tech for his creative contributions to the field of historical thinking, most importantly the SCIM-C method.

Ballyhoo!: Posters as Portraiture

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Ballyhoo! presents a concise history of advertising posters and their use of celebrity in the United States, as well as the export of U.S. celebrity to other countries. The website was initially created as an accompaniment to a National Portrait Gallery exhibit which ran in 2008 through 2009.

The site is broken down into an introduction and eight short explanatory sections, each with a two-paragraph essay and four to eight related posters to view.

Freedom Riders

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This website serves as an accompaniment to and location to showcase the PBS American Experience documentary Freedom Riders, which originally aired in May 2011. The Freedom Riders were young white and African American individuals who rode busses and trains in the South during 1961 as a form of peaceful protest against the Jim Crow laws. At the time, they met with threats, violence, and incarceration.

Follow along with an interactive timeline and an interactive map. Each leg of the journey is summarized with a couple of sentences of text, and cities where major events took place can be selected for a quick overview. You can also read brief biographies of key figures—riders, politicians, movement leaders, and more—or information on the issues of the day from Jim Crow laws to Vietnam War protests.

View short film clips or the entire documentary here. The full documentary transcript is also available for download. The Teachers' Domain, although it sounds appealing, contains only the same film clips. The difference is that in this section the video clips are all marked as being for 6th through 12th grade.

Finally, the most "teacher-targeted" material on the site is a downloadable teacher's guide for use when viewing the documentary.

Do I Have a Right?

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What is it?

Supreme Court Justice O'Connor conceived of the iCivics digital initiative to provide higher quality materials for civics education. The core of iCivics is a set of free-to-play web-based games. One of these, Do I Have a Right?, according to the designers, "teaches kids the constitutional amendments." Dissecting this a bit, the game essentially has three learning goals:

Students will be able to:

  1. Identify and summarize 12 of the amendments of the U.S. Constitution (1-6, 8, 13-15, 19, and 26).
  2. Judge whether a variety of individuals in hypothetical situations have had their constitutional rights violated.
  3. Apply the relevant amendments to cases where people's rights have been violated.

The game is aimed at a middle school audience but may be useful anywhere from 5th grade to high school, depending on the goals of the teacher and the role envisioned for the game in the unit (more on this later).

Getting Started

Do I Have a Right?, Screencap of client's claim In DIHR? the player manages a legal firm specializing in constitutional law. The player first selects whether to do the "Full Edition" of rights throughout the Constitution or "Bill of Rights" which focuses on rights within the first 10 Amendments. He or she then customizes their lawyer and chooses a partner lawyer who specializes on a right. The game takes place over seven rounds, each representing a day. In each round the player tries to earn as many prestige points as possible for the firm by taking on clients and winning their cases. This involves a three-step cycle.

First the player greets a new client. The client then presents their story and the player must determine whether the client's constitutional rights have been violated. Clients whose rights have not been violated must be told so and sent away. Clients whose rights have been violated, on the other hand, must be introduced to a lawyer specializing in the relevant amendment that protects those rights. As the player successfully completes rounds, each lawyer in the firm has the chance to level up. Doing so unlocks a specialization in one new right protected by a constitutional amendment. Each lawyer can learn three additional areas of expertise. Do I Have a Right?, Screencap of skill upgradeGeorge Sayit, for example, begins with freedom of expression. The player can, through successful gameplay, unlock George's ability to plead cases on the freedom of religion, right to vote regardless of race, and, finally, right to vote regardless of gender. The player can ultimately hire six lawyers, each of whom can have four areas of expertise. As a result increasing numbers of different constitutional scenarios can be brought up in each successive round of gameplay.

Appropriately for a game promoting learning, the player needs more than luck to succeed. Failure to send away clients with illegitimate complaints and failure to match legitimate clients with the right lawyers will subtract from the player's prestige score; success adds to the score. The stories of clients whose rights have not been violated tend more to the absurd. Some such as "Do I have a right not to learn to read and write?," however, may challenge schoolyard folk wisdom. The legitimate claims are often straightforward, though posed in a variety of ways. A player who is shaky on the exact rights guaranteed by the constitution, however, will need to think about each client's story carefully. Further, even those with a stronger recollection of the amendments can be misled by some claims if inattentive. A good example: "I want to be on a jury. Yesterday, my state governor announced that Asians can no longer serve on a jury. I am a U.S. citizen and I am 18 years old. Do I have a right to be on a jury?" References to age and ethnicity could trigger a player's associations with the incorrect amendments. Even if the client has a legitimate claim, matching his case to the wrong amendment will deduct from the player's prestige.

 

Do I Have a Right?, Screenshot of round summaryAt the end of each round, the player gets a summary of his or her performance. This takes the form of a newspaper that includes descriptions of the cases and relevant constitutional issues from the round. After the summary, the player can spend any earned prestige points to improve the firm—an important motivator since success at matching clients and lawyers leads to tangible gameplay bonuses. New lawyers can be hired, allowing the player to handle a greater variety of cases and win more prestige. In addition, each lawyer's desk can be enhanced with bonus items. These increase that lawyer's speed in handling cases, likelihood of learning a new area of constitutional law, or the prestige gained for a successful case. Finally, improvements can be made to the waiting area to increase the number of clients it can hold and the amount of time they will wait before storming off in rage—a feature that becomes especially important in later rounds as the number of clients increases.

At the end of the game the player is given a score report with a breakdown of play. This will help teachers identify areas of the amendments that the player needs to review more. Do I Have a Right?, Screenshot of hint system The ease of the control system and the core gameplay are important features of the game, adding to its suitability as a classroom tool. At the start of the game, onscreen hints helpfully label important areas of the firm and the screen—these hints can be left on or turned off at the player's discretion. All decisions are made through clicking on the relevant button or area in the game with the mouse. For those who still would like more guidance, there is even a teacher's guide that provides a detailed description of the game written for those less familiar with game motifs.

At its heart, DIHR? is a drill game. Unlike many other drill games, however, the focus on application as well as identification promotes a higher level of learning than many of its peers. Ultimately, DIHR? is well designed to achieve the goals of its designers. The playful and attractive graphics, core gameplay, and upbeat soundtrack make the game inherently engaging. The end-of-round system for leveling up lawyers and buying improvements will motivate players to continue playing, trying to improve their scores. Since maximizing one's score is best achieved by knowing the amendments well, DIHR provides an engaging and effective tool to learn basic constitutional rights.

Examples

Most teachers, of course, will want to go beyond the basic identification and application of constitutional rights. Happily, iCivics has provided some outstanding materials to help teachers foster students' analytical skills concerning constitutional rights. The site has an excellent pre-game lesson plan titled "Bill of Rights: You Mean I’ve Got Rights?" complete with flashcards, worksheets, and instructions for crafting a "Pamphlet of Protections." A post-game PowerPoint provides structure and questions for a debriefing discussion based on the many stories from the game. The PowerPoint can effectively spark conversation about the more complex issues involving free expression, unreasonable search and seizure, cruel and unusual punishment, etc.

These lessons, like the game itself, are targeted at a middle school audience. The game, however, can be effectively assigned as a lighthearted but worthwhile classroom warm up for high school students—after all, it can only help for students to be motivated to remember and apply the amendments. Teachers of high school civics can effectively use this game as a supplement to a more advanced discussion of constitutional rights crafted by the teacher—it all depends on the comfort the teacher and students have with the playful art, tone, and music of the game.

Upbeat and engaging, with core gameplay that encourages learning these 12 amendments well, Do I Have a Right? is well worth considering by any teacher interested in finding more engaging methods for learning constitutional amendments.

For more information

Do you use iPads in class? iCivics also offers Do I Have a Right? as a free app, Pocket Law Firm.

NewsTrust

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What is it?

The modern environment of 24-hour news and rapidly-reported events bombards students with information, but does not teach them to assess the reliability of that information. NewsTrust can help students develop what NewsTrust advisor Howard Rheingold calls 'Crap Detection': the ability to sort, assess, and identify bias.

Getting Started

When first arriving at the NewsTrust website, you will see a variety of news stories and broad current event topics. Registering for an account is not necessary to explore the site and the wealth of rich resources that lie within it. Click on 'Guides' in the top menu on the homepage to gain access to the educational resources. If you would like to register for an account, click the sign up button in the upper-righthand corner of the homepage. Sign up is incredibly easy and quick. Once you have completed registration you can start the process of evaluating news sources inside a collaborative, social network. If you intend to sign up your classes, the students would go through the same procedure for registration. You can use the resources of NewsTrust in layers. The supplemental materials, including a guide to thinking like a journalist, work through a variety of readings and activities to analyze bias, sourcing, and perspective. If you want more than the instructional supplements, you can also set up groups for your students and jump into actually evaluating the news alongside the burgeoning NewsTrust community. Within the community, students can participate in challenges such as News Hunts. A News Hunt is described as

. . .a bit like a scavenger hunt for quality news and information on important public issues. Each News Hunt lasts one to two weeks, during which NewsTrust members collaborate with a variety of partners to review a wide range of news stories on a chosen topic. At the end of the week, we recommend the best (and worst) news coverage on that topic, based on ratings from our community.

Although NewsTrust often sponsors these events, there is nothing stopping a classroom teacher from issuing their own News Hunt to the class. Digging up 'the news,' scavenger-hunt-style, can bring home its relevance to students. Similarly, the NewsTrust Truthsquad actively collaborates with FactCheck.org and the Poynter Institute. Truthsquad members "help fact-check controversial statements from politicians, media pundits, and public figures." I intend to use participation in the Truthsquad in one of my classes to hone my students' skills for fact checking, research, and logic.

Examples

A year ago, I decided to use NewsTrust as a part of my Globalization class in an attempt to address the need for 'Crap Detection' while also engaging students in meaningful conversation around the global news of the day. A typical introduction to NewsTrust for my class looked like this:

  • Day One — Investigate global news sources, using the Newseum website
  • Day Two — Read and discuss 'Crap Detection'
  • Day Three — Review a story together as a class
  • Day Four — Review a story in table groups
  • Day Five — Locate a high-rated and a low-rated story and discuss in table groups the merits of each article and whether the evaluations were relevant and accurate
  • Day Six — Review a story of interest individually
  • Throughout the rest of the semester, I assigned a series of challenges and tasks that required them to not only rate but also add stories to the NewsTrust bank of stories. Pedagogically, I use NewsTrust for a number of reasons: it prompts students to distinguish between 'good' and 'bad' journalism, a skill paramount for an informed citizenry; it provides a community of thinkers for students and teachers to interact with; and it can help teach students to read and react to a number of varied sources and to network their inquiry and learning.
For more information

This guide from FactCheckEd.org can get your students off on the right foot, as they consult news sources.

Remember that historical newspaper articles are as open to analysis as are modern ones! This video shows a student modeling assessment of a 1925 article on the Scopes Trial, while historian Barbara Clark Smith takes a look at an article from the colonies in 1775. For primary sources to work with, try searching our Website Reviews using the keyword 'newspapers' and the time period you're interested in.

YouTube

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What is it?

YouTube is a popular video hosting tool that allows users to create and upload videos as well as browse submissions by other users. At more than 1 billion views per day, it is the most accessed video hosting site on the Web, producing both challenges and rewards for educators.

Getting Started

The YouTube video hosting site, like the Google search engine, has so utterly dominated the market that there are probably few people who haven't heard of it—amazing for a company only six years old! With success, however, comes obstacles for educators. The content on YouTube is diverse and many school system administrators have blocked YouTube for that very reason: just as students can find interesting and educational videos to better understand history, they can also be distracted by non-educational content (some of which might be inappropriate). Regardless of school system filters and restrictions, YouTube can enhance the teaching of history. Here are some tips and considerations to keep in mind. One strategy is to use YouTube for planning purposes at home or at work. Whether you sign up for an account or simply browse, begin by looking through available YouTube channels. YouTube EDU (youtube.com.edu) offers videos aimed at educators from many institutions of higher learning. A quick search for "civil war" within the YouTube EDU portal yields a variety of engaging videos that provide usable content (note: many of the videos in this search are lectures, but others include vodcasts—such as an examination of Winslow Homer by Duke professor Peter Wood).

Examples

Here are a few suggestions on how to best search for educational videos in the classroom:

Teach students how to search online wisely.
  1. Set up your own channel. This approach requires a bit of work up front, but it provides a resource that can be used repeatedly. And once searching for history videos becomes second nature, it becomes easier to teach students how to search for quality content on YouTube. As you find course-appropriate videos, click on the down arrow button next to "Add." Here, you have two choices: either add the video to "favorites" or create your own playlist. "Favorites" automatically displays in your course YouTube channel. In order to display a personalized playlist, however, you must be logged onto your YouTube account and in your specific channel. There, you will find a user menu at the top and be able to select "Videos and Playlists." Check the playlist box, and then check the specific title of your desired playlist. Your channel will refresh and display the specific playlist underneath "favorites." Once you collect a number of videos in the course channel's "Favorites" category, or add them to a specific playlist, students can select from videos approved for the course.
  2. Teach students how to set up their own "History" channels. After setting up a course-specific channel with favorite videos and user-generated playlists teach students how to create their own channels and playlists. This is ideal for long-term projects. Students can also add videos to the course YouTube channel by emailing you the link to a particular video, or if you have created a student-accessible account, students can add videos directly. Specific guidelines and monitoring, though, are highly recommend to avoid unwanted videos on a course channel.
  3. Search for reputable organizations on YouTube. Find channels created by educational organizations such as the Library of Congress, National Archives, TimeLife, or the U.S. Holocaust Memorial Museum.
  4. Use existing channels as a gateway to other sites. For example, TED.com offers videos from TED (Technology, Entertainment, Design) talks around the world. It hosts videos both on its own site and on YouTube. Arrangements like this provide educators some flexibility by using YouTube as a "gateway" to other video sites. For example, a quick exploration of TED videos via the tags page leads users to talks on history that can be used to generate discussion in class.
  5. Teach students how to search online wisely. Teaching students how to become digitally-literate is now part of many social studies teachers' job descriptions. Too often, we expect students to be more savvy than their elders in using new-media technologies . . . and sometimes they are. Social studies teachers, however, can teach students how to maximize the use of online tools for the research, writing, and production of history. Searching for "Civil War" or "Jefferson" is unlikely to yield desired results (unless students want to watch Jefferson Airplane and Guns N' Roses music videos). Encourage students to use specific search terms and broaden from there if necessary. For example, specifying the "American Civil War" will provide better search results than simply searching for "Civil War." "U.S. Civil War battles in western North Carolina," however, may be too specific to generate good results. Search for a particular event ("Battle of Bull Run") will help, as will using first and last names when searching for YouTube videos on famous personalities in history—such as "Thomas Jefferson."

"Wait! YouTube is blocked at my school!"

Here are a few options that might work:

  • If YouTube is blocked at your school, use write-ups like this Tech for Teachers entry (as well as other education articles) to see if school system IT personnel can allow password-protected access to YouTube.
  • Ask the school system's IT personnel to unblock your teacher-generated course (or teacher) channel on YouTube. You may want to add to this list any organizational YouTube channels of importance to your teaching, such as the Library of Congress or the JFK Library. Providing a particular list of URLs for content-specific YouTube channels will increase your chances of accessing valuable videos. This is a much easier request than providing hundreds of URLs for individual video clips.
  • If all else fails, you may be able to download YouTube videos at home for use in the classroom. Many free sites can convert YouTube videos into files that can be played on QuickTime, Real Media Player, or Windows Media Player. Sites like Convert Direct or Media Converter will convert YouTube videos into an .mp3, .wmv, .avi, or .mov file. Pay close attention to copyright restrictions before copying online content.
  • TubeChop is an online tool to cut, or chop, a particular portion of a YouTube video—perfect for showing a specific clip for classroom instruction. Users drag the beginning and end cursors to desired location, chop, and TubeChop provides a URL address via their site and an embed code.

In short, YouTube offers teachers a wide variety of materials to use in the classroom. As with any online tool, careful consideration is necessary before students begin using YouTube for historical research and projects. Videos are not a solution to ineffective lessons, but when used in a specific—and targeted way—they can enhance well-designed lesson plans, engage visual learners, and help make history come alive for students.

For more information
  1. Baker, Richard Beach & Frank W. “Why Core Standards Must Embrace Media Literacy.” Education Week, June 22, 2011. http://www.edweek.org/ew/articles/2011/06/22/36baker.h30.html
  2. Hammond, T. C., & Lee, J. K. (2010). "Editorial: Digital video and social studies." Contemporary Issues in Technology and Teacher Education, 10(1). http://www.citejournal.org/vol10/iss1/socialstudies/article1.cfm
  3. Lesson Plan Idea: Using YouTube in a social studies/geography lesson.
  4. A small but helpful list of links to history-focused YouTube videos.