Paradise in a Breakfast Bowl

date_published
Teaser

A morning meditation on flakes: Are you what you eat? Do your morals and values help you decide which cereal to eat in the morning?

quiz_instructions

Pre-processed, dry breakfast cereal was largely invented by American "food reformers" who wished to create a food that was convenient, healthy, and tasty, but who also believed that such a food would regenerate mankind. They wished to bring humans back to the original, "natural," spiritual state in which they lived in the Garden of Eden. Try to figure out, for each of the following products, if the inventor was motivated by religious ideas.

Quiz Answer

1. Graham Crackers

Yes. Sylvester Graham (1794-1851) was the most renowned food reformer of the 19th century. He wrote The Philosophy of Sacred History Considered in Relation to Human Aliment and the Wines of Scripture. Graham was known by the nickname of "Doctor Sawdust" because of his promotion of the virtues of bread made with whole-wheat ("Graham") flour. His followers set up "Graham hotels," like small, provisional utopias, where guests following Graham's dietary regimen could board with like-minded progressive reformers.

Russell Thacher Trall (1812-1877) was a water-cure physician who opened the Hygieo-Therapeutic Institute in Manhattan in 1843. Trall was the creator of Graham crackers (made with Sylvester Graham's "Graham flour") sometime in the 1850s.

2. Quaker Oats

No. Business partners Henry D. Seymour and William Heston of Ravenna, Ohio, registered the Quaker Man as a trademark in 1877 (the first trademark registered for a breakfast cereal). They made Quaker Oats, steel-cut oats packaged in 2-pound paper boxes with cooking directions on the outside, an innovation for the time. The name "Quaker Oats" would seem to tie the product to the owners' religious views, but Seymour said he chose it simply because he found an encyclopedia article on Quakers and decided that the qualities described there—integrity, honesty, and purity—were ones he wanted to link to his company's product. Heston credited himself with the name, saying that while walking on the streets of Cincinnati, he had seen a picture of Quaker William Penn, whose clothes and character inspired him to choose the name. Nevertheless, either way, it couldn't have hurt to conjure the figure of a religious Nonconformist, waving a scroll inscribed "Pure," on the package of a breakfast cereal. Potential customers would have associated it with the other Progressive health food items, especially wholegrain breakfast foods, that were being urged by food reformers descended from Protestant Nonconformists and Inner Light advocates.

3. Granola

Yes. Dr. James Caleb Jackson (1811-1895) invented the first dry, whole grain breakfast cereal, which he called "Granula." He took over the "Our Home Hygienic Institute" at Dansville, New York. Jackson did not serve red meat, tea, coffee, alcohol, or tobacco at the spa and emphasized fruits, vegetables, and unprocessed grains.

Ellen Gould White (1827-1915), the Seventh-Day Adventist prophetess, had a vision in 1863 in which the relation of physical health to spiritual health, the body to the spirit, was revealed to her. She set up the Western Health Reform Institute in Battle Creek, as well as other sanitariums. She published the pamphlet, Health, or How to Live. Don't trust the appetite, she said, which has become perverted, or the dietary customs of society. She counseled eating grains, nuts, fruit, and whole-grain flour.

Many Seventh-Day Adventists, including Ellen G. White, were guests at Dr. Jackson's health resort. He argued that controlling the appetite and passions would make the person more spiritual. Granula was a mix of Graham flour and water baked in brick ovens, then broken up into bean-sized bits, and baked again and then broken up into smaller bits. They had to be soaked in order to be soft enough to eat. Jackson created the "Our Home Granula Company" and sold Granula by mail order.

Dr. John Harvey Kellogg (1852-1943) was a follower of Ellen White. He studied medicine in New York City, where he conceived of revolutionizing "the breakfast food idea" after growing weary of preparing his own daily breakfasts of seven graham crackers and an apple. When he opened his Adventist health sanitarium in Battle Creek, Michigan, he found a way to make already-prepared breakfast food for his patients, inventing Granola, which was clearly indebted to Dr. Jackson's Granula.

4. Shredded Wheat

Yes. Henry Drushel Perky (1843-1906) was a dyspeptic who studied and practiced law in Nebraska and was a member of the Nebraska State Senate. He moved to Colorado for his health in 1880, where he was a lawyer for the Union Pacific Railroad, and then a partner in a steel railroad car manufacturing company. He came to believe that, "The evil in man cannot be legislated out of him, but it can be fed out of him," and opened a vegetarian restaurant in Denver. In 1892, he developed "little whole wheat mattresses," Shredded Wheat. He founded the Cereal Machine Company, eventually moving it to Niagara Falls. His mission was to provide food to the human body so that man would revert to his "natural condition."

5. Kellogg's Corn Flakes

Yes. In 1894, in order to "replace the half-cooked, pasty, dyspepsia-producing breakfast mush," John Harvey Kellogg and his younger brother Will Keith Kellogg (1860-1951) developed a method of flaking and toasting cooked wheat kernels, producing a breakfast food cereal they called "Granose." Will then turned to corn, inventing Corn Flakes.

In 1898, they founded the Sanitas Food Company, to sell health food via mail order. In 1906, Will established the Battle Creek Toasted Corn Flakes Company. When J. H. sold to W. K. his interest in the corn flakes company, J. H. used the proceeds in 1911 to create the influential Race Betterment Foundation, in order to prepare the way for a super race of "new men," and to set up a "eugenic registry" that evaluated couples for breeding based on their genetic pedigrees in order to stop the propagation of "defectives."

6. Grape-Nuts

Yes. Charles William Post (1854-1914) went to Dr. Kellogg's sanitarium as a patient, but then became interested in making breakfast food himself. In 1895, he founded the Postum Cereal Company, with the sole product of Postum, a coffee replacement made from wheat and molasses, the idea for which he probably got from Dr. Kellogg's similar product. In 1897, he also developed Grape-Nuts, a breakfast cereal from wheat that had a nutty flavor and, as a sweetener, used malt dextrose, which was commonly called grape sugar. Post founded his own highly successful breakfast cereal company. Each package of Grape-Nuts came with a kind of religious tract, The Road to Wellville, on how to gain a healthy body and spirit.

7. Post Toasties

Yes. C. W. Post's cereal flakes, which he first marketed in 1908, were called "Elijah's Manna," but when people objected on religious grounds, he changed their name to Post Toasties.

8. Ralston Purina Wheat

Yes. William Henry Danforth (1870-1956), a St. Louis mill owner, founded the Robinson-Danforth Commission to feed the nation's farm animals in 1894, but a hurricane leveled his mill a year later, and he was forced to rebuild, after which he began making a breakfast cereal, Purina Wheat.

Danforth then contacted "Dr. Everett Ralston," whose real name was Albert Webster Edgerly (aka Edmund Shaftsbury or Shaftesbury) (1852-1926), a debarred lawyer, con man, cult leader, self-appointed health expert, and elocution teacher, who had founded perhaps the world's first multilevel marketing scheme. This was the Ralston Health Club, a Washington, D.C.-based, national membership health products club, with 800,000 members in 1898.The Club required its members to pay large amounts for a series of books that told the secret of how to live for 200 years by collecting and preserving in the body the occult force of "Glame" and learning to speak his invented "Adam-Man tongue." Danforth secured "Dr. Ralston's" endorsement of Purina Wheat, and added his name to Danforth's company—Ralston-Purina. Danforth's cereal became Ralston Health Club Breakfast Food, then Ralston Purina Wheat, then Instant Ralston.

9. Wheat Chex

Yes. Eventually Ralston-Purina introduced Wheat Chex and its sister cereals. Danforth advocated a proto-New Age, positive-mind-over-matter approach to life, which also combined elements of "Muscular Christianity" and the Social Gospel, summed up in his "four square" philosophy which inspired his company's checkerboard logo, and which was echoed in the form of the little squares of Wheat Chex. "I dare you to develop a magnetic personality," he wrote in his book, I Dare You!

10. Wheaties

No. Like Quaker Oats, Wheaties was not developed out of the religious conviction of its inventors. In 1921, a clinician at a Minneapolis health clinic accidentally spilled wheat bran gruel onto the top of the stove. When the heat dried bits of it, he thought it had become a candidate for a marketable breakfast cereal product. He took the idea to the Washburn Crosby Company, whose head miller, George Cormack, perfected the product, and it was first introduced in 1924. Although its originators had no direct religious motivations, the aura surrounding other breakfast cereal products would seem to have made possible the company's extraordinary claims about Wheaties' ability to endow the body with strength and links to an array of athletic superstars.

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The Many Roots of African American Cooking

Quiz Webform ID
22414
date_published
Teaser

Africa, Europe, and North America—mix, and serve. Explore the foods that African Americans developed in the colonies, and later in the nation.

quiz_instructions

In their cooking, African Americans, from the beginning, freely combined foods from Africa with foods they found in America. In each list, check the item that does not belong.

Quiz Answer

1. These foods from the Americas, spread via Portuguese contact, were cultivated widely in West Africa in the 18th and 19th centuries.

Select the item that does not belong:
a. Peanuts
b. Tomatoes
c. Apples
d. Peppers

2. Introduced to the Americas early in the transatlantic slave trade, these foods were particularly associated with the food preferences of African slaves.

Select the item that does not belong:
a. Okra
b. Watermelons
c. Pineapples
d. Bananas

3. These foods, common in Europe and Africa, were introduced to the Americas by the earliest generation of European colonists.

Select the item that does not belong:
a. Onions
b. Celery
c. Pork
d. Chicken

4. Grown in Europe but not Africa, these foods were introduced to the Americas by early Europeans colonists.

Select the item that does not belong:
a. Collards
b. Kale
c. Turnips
d. Potatoes

5. African slaves newly arrived in America adopted these American foods into their cooking.

Select the item that does not belong:
a. Sweet potatoes
b. Corn
c. Oats
d. Lima beans

For more information

quiz-foodways-ctlm.jpg If you're in Louisiana, the River Road African American Museum offers an exhibit on African American influence on local foodways—the museum offers tours for school groups.

Online, watch a short video clip in which Dianne Swann-Wright, Director of African American and Special Programs at the Thomas Jefferson Foundation, talks briefly about food culture among the slaves at Monticello.

For recipes compiled by an African American former slave, skim the full text of What Mrs. Fisher Knows about Old Southern Cooking at Michigan State University's Feeding America: The Historic American Cookbook Project. Published in 1881, after imported food plants and foodways had become an established part of U.S. culture, this cookbook includes recipes for Southern standbys like gumbo, corn fritters, and "jumberlie" (or jambalaya). Feeding America also includes four other texts, dating from 1827 to 1917, written by African Americans who worked in food-related positions.

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Dance, But Not That Way . . .

Quiz Webform ID
22415
date_published
Teaser

Do you know how to dance the Sleigh Bell Polka? Learn the proper way to perform 19th and 20th century dances.

quiz_instructions

Dance and etiquette manuals in the 19th and early 20th centuries offered instruction on dance steps as well as advice on everything from grooming habits to acceptable dialogue during a dance. How would you have fared?

Quiz Answer

1. According to an 1850 dance and etiquette manual, it was acceptable for a woman to raise her dress to the ankle:

when crossing over a mud puddle. According to The lady's guide to perfect gentility: Raising the dress.— When tripping over the pavement, a lady should gracefully raise her dress a little above her ancle. With the right hand, she should hold together the folds of her gown, and draw them towards the right side. To raise the dress on both sides, and with both hands, is vulgar. This ungraceful practice can only be tolerated for a moment, when the mud is very deep.

2. Leads balance 2 bars to the right and 2 bars to the left, heel and toe, and chasse; leads half right and left, while the side couples balance, 4 bars; sides right and left while leads waltz on station, 4 bars; leads repeat the same to places, sides repeat to places.

Follow these instructions from the 1866 manual The ball-room monitor to find yourself dancing the:

Serious Family Polka

3. The manual American dancing master, and ball-room prompter (1862), authored by Elias Howe and "several eminent professors of dancing," described which of the following as the proper way for a gentleman to bow in the ballroom?

Stand in the third position, right foot in front; slide the right foot a little to the side. Draw the left foot in front of the third position. Incline the head and the body a little; let your arms fall easily and naturally. Rise in the third position, left foot in front.

4. According to Clog-Dancing Made Easy (1874), how long should one practice each day in order to master this skill?

2 hours. The manual advises, "After having mastered the form of the step, practise it at any convenient opportunity, though it is much better to have a specified hour each day. Two hours per day is little enough if the student is ambitious of excellence."

5. In Albert W. Newman's Dances of to-day (1914), these dance positions, respectively, are called:

Open Position; Yale Position

6. Which of the following, according to The Public Dance Halls of Chicago, was not a critique by the Juvenile Protection Association of the Chicago public dance halls in 1917:

". . . policewomen detailed to public dance halls have been seen dancing and therefore not affording protection to young girls and serving somewhat in the capacity of municipal chaperones." The Juvenile Protective Association held out hope that "when women were put upon the police force of Chicago, they would be detailed to public dance halls" to protect young girls but despite their many requests, policewomen did not regularly appear at dance halls. Policemen were criticized for "confin[ing] their attention to interfering when fights are in progress."

For more information

In the 19th century, the number of advice manuals grew exponentially, including those designed to teach the complicated rules and regulations associated with ballroom dancing. Manuals also offered etiquette and fashion advice. By the end of the 19th century, simpler dance steps grew in popularity. In the next few decades, new technologies brought further change as dancers listened to music on records and watched new dance steps on the silver screen. For more background, see "Western Social Dance: An Overview of the Collection" and "How to Read a Dance Manual."

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Carriages and Wagons

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Teaser

Trade in your old Cabriolet for a new 1876 Landau? Should you purchase the trendiest and most fashionable carriage?

quiz_instructions

One of the crowd-pleasers at the 1876 Centennial Exhibition in Philadelphia was a vast hall in which carriage-makers from America and Europe exhibited examples of the models of carriages and wagons they made. Match the images of the horse-drawn vehicles displayed at the Fair with the names of the models.

Quiz Answer

A.
Landau


B.
Brougham


C.
Buggy


D.
Rockaway


E.
Cabriolet


F.
Phaeton


Sources
  • Draft-Book of Centennial Carriages, Displayed in Philadelphia, at the International Exhibition of 1876. New York: Hub Publishing Company, 1876. http://name.umdl.umich.edu/AKC8391.0001.001
  • On the training and trade of 19th-century carriage makers in America, see: Thomas A. Kinney. The Carriage Trade: Making Horse-Drawn Vehicles in America. Baltimore: Johns Hopkins University Press, 2004.
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When Whales Lit the World

Quiz Webform ID
22414
date_published
Teaser

Up to the 20th century, whalers provided oil for the industrial revolution.

quiz_instructions

Up to the 20th century, men shipped out whaling—risking their lives and spending up to five years at sea per voyage. Why? Because whalers lit the world, providing oil for lamps and for the machines of the industrial revolution—at no small cost to the whale population. Test your whaling knowledge.

Quiz Answer

1. Many idioms and words we use today arose from maritime jargon. Which of the following is not true?

b. "Blackstrap" was a sailor's nickname for tar.

"Blackstrap," today used for thick molasses, was a nickname not for tar, but for a cheap wine typically served in the Mediterranean. Sailors stationed in the area were said to be "black-strapped."

As for the other terms, cooks were permitted to keep a portion of the "slush," or fat scum from boiling meat, in the ship's stores. They then sold the fat to tallow merchants, providing the cooks with a handy "slush fund." Plates were generally square in the British Navy, for easier storage—leading to our adoption of the phrase, "a square meal." Finally, the word, "junk" originated as a word for rope worn to the point that it was useless for anything beyond making fenders or friction-reducing sail cushioning (baggywrinkle). Eventually, according to the American Heritage Dictionary of the English Language, it also was used to refer to the meat, often of poor quality, fed to sailors, and then to anything discarded or broken.

2. There are many whales in the sea, and each had its own peculiarities noted by whalers. Which of the following is not true?

a. American whalers sought out the blue whale, as its immense size provided the most blubber, and therefore, profit.

Blue whales were unmanageable with American whaling technology. (Groups with more advanced tools, such as the Scandinavians, did hunt them.)

Right whales were given their name based on their by-products and the comparative ease of the kill. Sperm whales were similarly prized; however, they often dove deeply when injured. Secured to the line of a harpoon, attendant whalers had to sever the line fast, or follow the whale to the bottom. John Smith was interested in whaling in early America. However, he failed to locate any whale species considered valuable at the time.

3. Among seafaring tales, few are as well known as Herman Melville's Moby Dick. Which of the following is not true?

c. The name of Ahab's vessel, the Pequod, is taken from a type of indigenous vessel used in Rokovoko, the island from which the character Queequeg came.

The Pequod is likely named after the Pequot, a Native American group native to what is now Connecticut. Rokovoko (or Kokovoko in some versions) is a fictional island created by Melville.

Moby Dick is thought to be based on a real white sperm whale, known as Mocha Dick. As for the chapel in New Bedford, the pulpit was added after the release of the 1956 film Moby Dick, starring Gregory Peck. The pulpit was redesigned to meet the expectations of tourists, disappointed by the lack of the prominent film feature. Finally, the Coffin and Starbuck families intermarried in the 17th century, creating a long line of Quaker whalers. Both Coffin and Starbuck remained Nantucket surnames.

4. Different groups of people were considered bad luck on ships, and treated with suspicion when on board. Which of the following groups was not considered a risk?

b. One-eyed men

There was no stigma attached to sailors or passengers with one eye—although this was not true of the cross-eyed or "swivel-eyed."

Finns were believed to whistle the winds, have the second sight, or be in league with the Devil. In contrast, preachers, as men of God, could cause harm to vessels carrying them, as the sea was considered godless. Bringing a godly individual aboard was taunting the sea. Similar superstitions, although less common, applied to the Bible. Last, but not least, women were generally considered ill luck on board. However, a naked woman would bring favor to the voyage by shaming the sea into submission. This sparked the tradition of naked female figureheads. Women were also believed to be the best navigators.

5. One final question, a "grab bag" of whaling fact and fiction. Which of the following is not true?

a. A sea shanty is a type of dance, akin to a jig, in which the watch would take turns performing.

Sea shanties were, in fact, work songs, used to time tasks that required group coordination, such as furling sails. They featured call and response singing and were highly rhythmic.

Whaling expeditions chose to freeze their vessels into the ice knowing that they would be among the first whalers in prime hunting locations come the thaw. One of the better known captains involved in the practice, George Comer, also used the winter to conduct ethnographic studies of the local Inuit. Lewis Temple, an African American man, did invent the toggle head harpoon, which released a hook on the harpoon head when it entered the whale. This prevented the harpoon from easily sliding out of the wound, and revolutionized the whaling industry. Scrimshaw was a recognized whalers' art. Common forms included pie crimpers, walking sticks, and corset busks, frequently given to sweethearts as gifts.

For more information

Want to know more about the history of whaling in America? The best place to start would be the museum of "the city that lit America," New Bedford, MA. The New Bedford Whaling Museum offers a multitude of sources to introduce you to the fascinating world of the country's now defunct whaling industry, from the biology of whales to the life of the whalers. Six online exhibits cover everything from whaling ports to U.S. whalers and the opening of Japan. Also be sure to read over the curriculum guide which looks at the uses of whale products, signing up for a whaling voyage, conditions at sea, sailors' free time, whaling tasks, and information on whaling and conservation today. The packet includes primary sources, making it easy for educators to introduce whaling as a vital part of U.S. history—without ignoring its environmental implications. Finally, the Collections Search (accessible from the main page) is a fantastic resource for artifacts and prints to illustrate handouts, PowerPoint presentations, or other materials.

Should the opportunity ever arise, be sure to visit in person! In addition to the museum, the area offers the sailors' chapel mentioned in Moby Dick, a National Park Service visitor's center, and a modern working waterfront.

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By the Numbers: Election Maps

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Teaser

What can historical election maps tell us? Take a look at the electoral vote for several 19th-century presidential elections.

quiz_instructions

During modern presidential campaigns and elections, red-and-blue maps dominate reporting on politics, tracking the success of candidates and their parties state by state. Check out these older maps, drawn from 19th-century presidential elections. The colors indicate Electoral College results for each state then in existence. Figure out what year each election occurred.

Quiz Answer

1. 1848
Blue: Democrat
Orange: Whig
Whig Zachary Taylor beat Democratic candidate Lewis Cass. Third party Free Soil candidate Martin Van Buren did not get one electoral vote.

2. 1856
Blue: Democrat
Red: Republican
Yellow: Know Nothing
Democrat James Buchanan won with 174 electoral votes over Republican John C. Fremont's 114 and Whig-American Millard Filmore's 8.

3. 1852
Blue: Democrat
Orange: Whig
Democrat Franklin Pierce beat out Whig candidate Winfield Scott. The popular vote was much closer than the electoral vote: 50.8% to 43.9%.

4. 1860
Red: Republican
Blue: Democrat (Southern)
Yellow: Constitutional Union
Green: Democrat
Sectional divide split the nation prior to the Civil War when Republican Abraham Lincoln won the election. John Breckinridge led the Southern Democrats, John Bell ran for the Constitutional Union party, and the northern Democratic candidate was Stephen Douglas.

5. 1844
Blue: Democrat
Orange: Whig
Democrat James K. Polk won over Whig candidate Henry Clay.

6. 1840
Blue: Democrat
Orange: Whig
Whig candidate William Henry Harrison beat Democratic candidate Martin Van Buren with 234 electoral votes to 60.

7. 1864
Red: Republican
Blue: Democrat
This mid-Civil War election map reflects the separation between North and South. Republican Lincoln beat Democrat George McClellan.

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Presidential Academy for American History and Civics

Description

From the Ashbrook Center website:

"This Presidential Academy will lead teachers in a careful study of three turning points in American history: The American Revolution, the Civil War, and the Civil Rights Movement. Our study will be framed by the three famous documents that memorialize these American epochs: the Declaration of Independence, the Gettysburg Address, and the "I Have a Dream" speech. Participants will spend five days in Philadelphia, six days in Gettysburg, and six days in Washington, DC.

The professors conducting the Academy are among the finest scholars of American history and government from across the country. They include a Pulitzer Prize winning author and many recipients of teaching awards at their respective colleges and universities."

Registration Deadline
Sponsoring Organization
Ashbrook Center
Target Audience
Middle and high school
Start Date
Cost
Free; $1500 stipend
Course Credit
"Teachers may choose to receive four hours of Master's degree credit from Ashland University. This credit can be used toward the Master of American History and Government offered by Ashland University or may be transfered to another institution. The four credits are offered at a discounted cost of $880 ($220/semester credit hour)."
Duration
Nineteen days
End Date

William Robertson Coe Workshop in American History: Revolutions in American Life

Description

From the Stanford University Department of History website:

"The 2010 William Robertson Coe Summer Workshop in American History will be organized around the theme of 'Revolutions in American Life.' Participants will explore problems of historical change and continuity through a close examination of three watershed periods in American history: the American Revolution, the Civil War and Reconstruction, and the Civil Rights era. Each period was marked by bitter conflict and momentous change, not only in the realm of politics but also in American social, cultural, and political life. Not surprisingly, each has generated intense debate among historians.

Participants in the Coe Workshop will examine these three periods, as well as the historiographical debates to which they have given rise. Salient themes include changing conceptions of citizenship and of the relationship between individuals and the state; struggles over the meaning of federalism; and the continuous struggles of women, African Americans, and other historically marginalized groups to claim their full portion as American citizens.

Instruction will include daily lectures by Stanford University historians, as well as group discussions of select primary and secondary sources. (Participants will receive a resource packet, including books, documents, and sample curricula, about one month before the workshop begins.) These lectures and discussions, convened daily from 9:00 am to 12:00 noon, will be supplemented by evening movie screenings, as well as by occasional field trips to local museums, archives, and historical sites. While the primary focus is on content enrichment, the workshop will also include dedicated pedagogy sessions, enabling participants to debate and exchange effective teaching strategies. In addition, each participant will create a lesson examining one of the three historical periods under consideration, which he or she will then share with other workshop members."

Registration Deadline
Sponsoring Organization
Stanford University
Target Audience
11-12
Start Date
Cost
Free; fellowship stipend provided
Course Credit
"Fellows who wish to receive credit for participation in the workshop may request a certificate of completion (an equivalent of 3 units of graduate credit, or 2 semester units)."
Duration
Twelve days
End Date

Historic Site Teacher Immersion: The Oliver Kelley Farm

Description

From the Minnesota Historical Society:

From July 20–22 at the Oliver Kelley Farm in Elk River, participants will explore content related to 19th-century agricultural and farming history, technological innovations that impacted production and family, and subsistence vs. market economics. Teachers will also learn about and experience historic site interpretation at one of the Society's much-loved historic sites. In period-appropriate clothing, participants will job-shadow historic site employees and engage in historical interpretation themselves. Teachers will return to their classrooms with an instructional video documenting this experience.

For more information, contact the given email address. To register, fill out this form.

Contact name
Jennifer Cadwell
Registration Deadline
Sponsoring Organization
Minnesota Historical Society
Phone number
6512593432
Target Audience
4-12
Start Date
Cost
$50
Duration
Three days
End Date

The Freedom Rights Movement in Alabama: From the 13th Amendment through the Voting Acts of 1935

Description

From Alabama Humanities:

This six-day, interdisciplinary teachers' institute will explore African Americans' attempts to achieve full equality in Alabama and neighboring Southern states. Resident scholars will assist participants in determining, assessing, and articulating the continued importance of past human and civil rights successes in Alabama—and elsewhere in the South.

Contact name
Thomas E. Bryant
Contact email
Sponsoring Organization
Alabama Humanities
Phone number
2055583997
Target Audience
4-12
Start Date
Course Credit
"45 contact hours"
Duration
Six days
End Date