Lincoln and New York

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the new Lincoln and New York exhibition at the New-York Historical Society, including the history, legacy, and memory of Abraham Lincoln's career. Beginning with a survey of Lincoln's biography to provide context for further learning, participants will then explore Lincoln's politics through three foci: Lincoln the candidate, Lincoln the president, and Lincoln the martyr. Through document and object analysis, case studies, use of online resources, and new documentary-making software, participants will examine key moments in Lincoln's short life, the effects his actions had on New York, and the effects New York had on his actions. Participants will receive scholarly resources and reproductions of primary source materials."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

New York Divided: Slavery and the Civil War

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the groundbreaking exhibitions Slavery in New York and New York Divided: Slavery and the Civil War. Beginning with a survey of Dutch, British and American practices of slavery, teachers will explore the varied experiences of the enslaved men and women who built New York. In Part II of the course, teachers will examine key themes of the exhibition New York Divided, including New York City's economic and social connections to Southern slavery; the co-existence of anti-black and abolitionist sentiment in New York; and major events in New York during the Civil War, including the Draft Riots and the raising of African-American regiments."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

Understanding the Underground Railroad

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship about the history, legacy, and memory of the Underground Railroad. Beginning with a survey of the history of slavery in this country to provide historical context for further learning, participants will then explore the workings of the Underground Railroad. Through document and object analysis, case studies, use of online resources, guest speakers, and field trips, participants will examine key figures in the Underground Railroad and the effects of their actions on the nation. Participants will receive scholarly resources and reproductions of primary source materials."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

How to Read a Slave Narrative

Description

From the National Humanities Center:

Slave narratives comprise one of the most influential traditions in American literature, shaping the form and themes of some of the most celebrated and controversial writing, in both autobiography and fiction, in the history of the United States. In recent years, as their importance has been recognized, slave narratives have appeared on more and more high school literature curricula. How did they evolve? What are their major themes? How do narratives written by men differ from those written by women? How do they portray slavery and freedom? How have they influenced later writing, and what can they say to students in the 21st century?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Southern Women and the Civil War

Description

From the National Humanities Center:

The Civil War destroyed the institution from which slaveholding women derived their status. It sent working class women into the streets to riot for bread, and the general deprivation it caused brought suffering to free and enslaved women alike. But, as all wars do, it thrust women into new roles and transformed their sense of themselves. They became victims, to be sure, but also managers and active partisans, some to advance the Confederate cause, others to sabotage it. How did Southern women, enslaved and free, experience the Civil War? How did it change their lives and their perspectives on themselves and on the South?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Meaning in Marble: Civil War Monuments and American Identity

Description

From the National Humanities Center:

The Civil War caused Americans to re-imagine themselves and their nation. Countrymen once again, however uneasily, Northerners, Southerners, and growing populations in the West had to figure out the meaning of the War and the meaning of citizenship in a nation that now included four million new citizens who had once been enslaved. Public monuments were central to this effort. The decades after the War constitute the greatest era of monument building in our history. In metal and stone those monuments are still with us—generals, soldiers, freedmen. What did they mean to the people who erected them? What did they say about the country the War created? What do they say to us today?

To encourage the use of monuments in instruction, participants will be asked to submit photos of local Civil War memorials for possible analysis in the seminar.

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
""The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Ella Epp Education Fund

Description

The Ella Epp Education Fund provides matching scholarships for Nebraska school children from Class C and D public schools to attend Heritage Activities for Today’s Students (H.A.T.S.) classes at Stuhr Museum. H.A.T.S. classes are integrated, curriculum-based instructional units for kindergarten through sixth grade taught by professional instructors in period attire.

Sponsoring Organization
Stuhr Museum of the Prairie Pioneer
Eligibility Requirements

Students must attend Nebraska public Class C and D schools or Class I schools that feed into Class C or D districts.

Scholarships provide a 50% match for tuition for H.A.T.S. classes.

Eligible schools may apply every other year. (In order to provide maximum accessibility, scholarships are not available two consecutive years.)

Scholarships are limited and are awarded on a first-come basis.

Location
Grand Island, NE

James M. Cox Foundation

Description

A limited number of scholarships are available for public schools from Hamilton and York Counties. These scholarships include funding for tuition and for transportation to attend Heritage Activities for Today’s Students (H.A.T.S.) classes at Stuhr Museum. H.A.T.S. classes are integrated, curriculum-based instructional units for kindergarten through sixth grade taught by professional instructors in period attire.

Sponsoring Organization
Stuhr Museum of the Prairie Pioneer; James M. Cox Foundation
Eligibility Requirements

Students must attend Nebraska public schools located in Hamilton and York Counties.

Scholarships provide tuition for H.A.T.S. classes, and for transportation stipends not to exceed $200 per school. Transportation stipends may reimburse mileage or cover the costs of bus rental.

Scholarships are limited and are awarded on a first-come basis.

Location
Grand Island, NE

Classroom Glory

Quiz Webform ID
22413
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Teaser

Historical accuracy or fiction? Decide if these film moments are factual.

quiz_instructions

Film’s dynamic narratives and living characters draw students in—but are they useful teaching tools? The film, "Glory," frequently shown in classrooms, tells the story of the 54th Massachusetts, a famous African American regiment in the Civil War. Decide whether the following “truths” suggested by the film are true or false.

Quiz Answer

1. The 54th, led by Robert Gould Shaw, son of prominent (white) abolitionists, consisted largely of former slaves. False.

Glory leads viewers to believe that most (though not all) of the men who served under Shaw (pictured here) were former slaves. Although this conceit adds to the impact of the film—making the 54th's struggle for recognition and an equal place in the war a mirror of the general African American struggle for freedom and equality—it veers far from historical fact. Most of the men who volunteered for the 54th were born freemen from middle-class backgrounds. In fact, two soldiers in the 54th were sons of the abolitionist Frederick Douglass.

2. The unsuccessful but heroic attack on Fort Wagner, SC, in which the Confederates killed or captured approximately 50% of the regiment, was the last battle in which the 54th served. False.

Glory ends with the 54th's attack on Fort Wagner, and the losses its men suffered. This gives the impression that the regiment dissolved after the Fort Wagner assault. In reality, the 54th went on to fight in several more battles and skirmishes, including the Battle of Olustee (in Florida) the Battle of Honey Hill (in South Carolina), and the Battle of Boykin's Mill (also in South Carolina).

3. The bravery of the 54th at Fort Wagner inspired Congress to authorize raising other African American troops for the Union army. False.

The ending caption in Glory—"As word of their bravery spread, Congress at last authorized the raising of black troops throughout the Union"—is inaccurate. According to historian James M. McPherson, Congress had authorized the mustering of further African American troops "months earlier."

Further, though it might be easy to believe otherwise while watching the film, the 54th was not the first African American regiment—the U.S. government began enlisting African Americans as early as 1862, almost a year before the 54th's formation in March 1863.

4. A member of the regiment was flogged for desertion, in keeping with standard military punishments at the time. False.

One of the most often described moments in the film, when former slave Trip reveals his scarred back before receiving a flogging for desertion, is unlikely to have ever happened in life. Leaving aside the character's fictional nature (like many of Glory's characters, except Shaw, Trip was created for the film), a soldier would not have been flogged as punishment in 1863—according to historian Joseph T. Glatthar, flogging was outlawed in the U.S. military in 1861.

For more information

Do its historical inaccuracies make Glory (and other historical films) inappropriate for the U.S. history classroom? No, say many historians and educational experts—the trick lies in making students aware that films manipulate historical facts and create new "facts" in order to tell dramatic stories, convey themes, and trigger emotions. Educators who use films in the classroom must use them as more than just compelling emotional "hooks" into a time period; they must teach students to ask questions about the accuracy of what they see, and about why filmmakers have chosen to either stick to or stray from the facts in their stories.

According to a Washington University study, educators must warn students of a film's specific historical inaccuracies prior to showing the film. A number of articles examine Glory and point out its accuracies and inaccuracies in detail. In "The Burden of Historical Representation: Race, Freedom, and 'Educational' Hollywood Film" (Film & History: An Interdisciplinary Journal of Film and Television Studies 36.1 [2006] 26-35), professors and former social studies teachers Jeremy D. Stoddard and Alan S. Marcus look at the messages conveyed by filmmakers' choices in both Glory and the film Amistad (requires JSTOR or MUSE access). Daniel A. Nathan discusses his experiences using Glory in the classroom in "The Massachusetts 54th on Film: Teaching Glory" (OAH Magazine of History, Vol. 16, No. 4, Film and History [Summer, 2002] pp. 38-42); and Joseph T. Glatthar goes point by point through the film's historical inaccuracies in "Glory, the 54th Massachusetts Infantry, and Black Soldiers in the Civil War" (The History Teacher, Vol. 24, No. 4 [Aug., 1991], pp. 475-485) (require JSTOR or MUSE access).

For further thoughts and guidelines on productively introducing historical films into the classroom, try Past Imperfect: History According to the Movies (Mark C. Carnes, ed., New York: Henry Holt, 1996). Past Imperfect looks at the historical accuracy (or inaccuracy) of over 60 films, including Glory, Apollo 13, Malcolm X, JFK, All the President's Men, and other films on U.S. figures and events. Another historian and former social studies teacher, Scott Alan Metzger, reviews steps of analysis that he believes students should be guided through in approaching films in "Pedagogy and the Historical Feature Film: Toward Historical Literacy" (Film & History: An Interdisciplinary Journal of Film and Television Studies 37.2 [2007] 67-75) (requires JSTOR or MUSE access).

You might also read the Clearinghouse's Research Brief What Do Students Learn from Historical Feature Films?, in which historian and professor Peter Seixas considers ways to get students questioning their initial, emotional reactions to films.

Sources
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Presidential Moments: Inauguration Anonymous (not verified) Mon, 12/15/2008 - 11:15
date_published
Teaser

The first day on the new job is difficult for everybody— including U.S. presidents.

quiz_instructions

Same old, same old—another president, another inaugural speech, right? Maybe not. Match the president to the fact that made his inauguration unique.

Quiz Answer

1. Which U.S. president did not use a Bible at his inauguration?

Franklin Pierce. He placed his hand on a law book. Pierce was suffering a crisis in faith after the death of his 11-year-old son in a train accident on the way to Washington for the inaugural. And he didn't "swear" to the oath; instead, he "affirmed" it. (Beyer, Greatest Presidential Stories Never Told, 9)

2. Which mishap occurred at the inauguration of George Washington?

Nobody thought to bring a Bible to take the oath of office. A quick search of Federal Hall failed to turn up a copy of the Bible. New York chancellor Robert Livingston, who was to administer the oath, remembered there would be a Bible at the nearby Saint John’s Masonic Lodge. The Masonic Bible was opened to a random page from Genesis and Washington placed his hand on it as Livingston administered the oath. After reciting the oath of office, President Washington added the unscripted words, "so help me God," a practice that has been followed by almost every president since. The Bible, now known as the Washington Bible, has been used by four other presidents for their inaugurations. A fifth, George W. Bush, had to scrap plans to use the Bible because of bad weather. The book was also used at Washington's funeral, the dedication of the Washington Monument in 1885, and the rededication of the U.S. Capitol cornerstone in 1959. (Beyer, Greatest Presidential Stories Never Told, 8)

3. Which long-winded president delivered the longest inaugural address?

William Henry Harrison. On 4 March 1841, Harrison gave his 8,000-word speech for nearly two hours. At age 68, he was the oldest president yet. To demonstrate that he maintained plenty of youthful vigor, he spoke without an overcoat or hat to ward off the cold. Harrison caught a cold that turned into pneumonia and died a month later. (Beyer, Greatest Presidential Stories Never Told, 46)

4. Which president gave the shortest address?

George Washington. After taking the oath of office on the balcony of Federal Hall in New York City, Washington proceeded to the Senate chamber where he read a speech before members of Congress and other dignitaries. His second inauguration took place in Philadelphia, Pennsylvania, on 4 March 1793, in the Senate chamber of Congress Hall. There he gave the shortest inaugural address on record—just 135 words—before repeating the oath of office. (Inaugural History, at http://inaugural.senate.gov/history/daysevents/inauguraladdress.cfm)

5. Why did Zachary Taylor postpone his inauguration?

The date in question, 4 March 1849, fell on a Sunday. James K. Polk's term of office officially ended at noon on Sunday, March 4, 1849. Taylor refused to take the oath of office until Monday, March 5, 1849. Missouri senator David Rice Atchison was serving as president pro tempore of the Senate, which made him next in line after the president and vice president. (Beyer, Greatest Presidential Stories Never Told, 60 )

6. Which president was inaugurated in secret?

Rutherford B. Hayes. The presidential election of 1876 was one of the closest and most disputed elections in history. The outcome was in dispute until a few days before the inauguration, when Republican Hayes was declared the winner by one electoral vote. Angry Democrats threatened to protest. President Ulysses S. Grant ordered troops to Washington to prevent trouble. Grant's term was due to expire at noon on Sunday, March 4. In observation of the Sabbath, Hayes' inauguration wasn't scheduled until Monday. Republicans feared that Democrats might somehow take advantage of the one-day gap to install Tilden in the White House or otherwise embarrass them and decided to take preemptive action. Before a gala White House dinner on Saturday, March 3, Grant escorted Hayes to the Red Room. There, in front of a handful of cabinet members, Chief Justice Morrison Waite secretly administered the oath of office. The men returned to the dinner without announcing the inauguration. Hayes was publicly inaugurated the following Monday at noon. (Beyer, Greatest Presidential Stories Never Told, 96)

7. Whose inaugural address was the first to be broadcast on television?

Harry S. Truman. Truman’s inaugural address was broadcast in 1949. James Buchanan's 1857 inauguration was the first to be photographed. William McKinley held the first inaugural ceremony recorded by a motion picture camera in 1897. Herbert Hoover's inauguration was the first recorded by talking newsreel in 1929. In 1997, William J. Clinton was the first President whose inaugural ceremony was broadcast live on the Internet. (Inaugural Inaugural http://inaugural.senate.gov/history/factsandfirsts/index.cfm)

8. Who was the first president to take the oath of office in Washington, DC?

Thomas Jefferson. On March 4, 1801, Jefferson walked with few attendants and little fanfare to the Capitol building from his nearby lodgings at a boarding house to become the first president to be inaugurated in the nation's new capital city. Upon entering the Senate chamber, now the Old Supreme Court Chamber, Jefferson took the oath of office administered by Chief Justice John Marshall and addressed the audience gathered in the Senate chamber. After his inaugural address he finished his day with a meal at the boarding house. (Inaugural, http://inaugural.senate.gov/history/daysevents/potusswearingin02.cfm)

9. How many presidents did NOT take the oath of office in Washington, DC?

6. George Washington: 1789—Federal Hall, New York City; 1793—Congress Hall, Philadelphia; John Adams: 1797—Congress Hall, Philadelphia; Chester A. Arthur: 1881—residence, New York City; Theodore Roosevelt: 1901—residence, Buffalo, New York; Calvin Coolidge: 1923—residence, Plymouth, Vermont; Lyndon B. Johnson: 1963—Air Force One, Dallas, Texas

10. Who was the first president to be inaugurated on January 20 instead of March 4?

Franklin D. Roosevelt. A change made by the 20th Amendment to the Constitution called for Roosevelt to be inaugurated on 20 January 1937. This year also marked the first time the vice president was inaugurated outdoors on the same platform with the president. (Inaugural, http://inaugural.senate.gov/history/factsandfirsts/index.cfm)

Sources
  • Inaugural Histroy, http://inaugural.senate.gov/history/
  • Rick Beyer, Greatest Presidential Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy (New York: Collins, 2007)
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