After Slavery

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Textbooks often present a quick, uncomplicated overview of Reconstruction—a vast oversimplification of a time of social upheaval, tension, and violence. After Slavery: Race, Labor and Politics in the Post-Emancipation Carolinas, a joint project of Queen's University Belfast, the University of Memphis, and the University of London, provides primary sources that take a closer look at the time period.

Focusing on the themes of labor, race, and citizenship, After Slavery presents sources from North and South Carolina as examples of trends nationwide. A 2,500-word Introduction explores Reconstruction and the rationale for choosing the Carolinas as the project's focus. About the Project explains the structure and rationale behind the website's learning units.

The Learning Units form the heart of the site. Ten units cover topics including emancipation, mobilization, land and labor, black soldiers, conservative reactions, justice, gender, poverty and white supremacy, coercion and resistance, and the Republican Party. Each unit includes a 400-word introduction and six or more primary documents with three to eight discussion questions each. Units can be viewed online or downloaded as PDFs. An introductory essay explains the mission behind creation of the units, and Recommended Reading lists more than 80 books, 50 articles, and 15 primary sources.

As of December 7, 2012, other materials on the site are still content-light. Interactive Maps uses Google Maps to pinpoint only two events—the Hamburg Massacre and the Cainhoy Riot—with five to seven subevents included in each, as well as five-item lists of related sources.

Interactive Timelines includes three timelines with one-sentence descriptions on each item. Timelines look at general Reconstruction history as well as Reconstruction in North and South Carolina. Teacher Resources currently features links to more than 30 digital collections and exhibits, research tools, military records, audiovisual resources, and more. The section notes that lesson plans will be added in the future.

A valuable resource for teachers looking to complicate the textbook narrative on Reconstruction, and for teachers covering North or South Carolina history.

The Civil War in Art: Teaching and Learning Through Chicago Collections

Article Body

The Civil War in Art: Teaching and Learning Through Chicago Collections includes two useful analysis guides: one for art and one for primary sources. The art analysis guide—developed for the TERRA Foundation for American Art—includes questions that can help students learn to use both aesthetic analysis and historical context to interpret art.

The one-page primary source analysis worksheet, uses the acronym ICE AGE to prompt analysis activities. Students Identify, Contextualize, Explore, Analyze, consider Gaps, and Evaluate. Each of these activities includes questions to guide students through interpreting textual and visual historical evidence. Like the TERRA art guide, ICE AGE asks students to inform their understanding of a primary source by considering its creator, historic context, and relationship to other pieces of evidence.

Exploring Historical Fiction

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Question

Do you have any suggestions for historical fiction that could be incorporated into our Language Arts classes on the topics of the Oregon Trail or Lewis and Clark? Currently we use Will Hobbs's Ghost Canoe to help reinforce teaching about Coastal Native Americans in the history classes.

Answer

Thanks for your inquiry. We often get requests for recommendations of historical fiction to use when studying particular time periods and historical events. So below, I first list some open-access digital databanks of fiction (and occasionally nonfiction) to use in the history/social studies classroom. Then I share some recommendations specific to your request.

Databases of Recommended Books

The National Council for the Social Studies’ (NCSS) Notable Books lists are a great resource. Each year, a panel of educators and librarians read more than 200 books to select these “notable books.” Lists from prior years can be downloaded for free and you can purchase the most recent list or access it for free with membership in NCSS. For each of these books, general reading levels and applicable NCSS standards are identified and a brief annotation gives an overview of content. OurStory, a project of the Smithsonian National Museum of American History, provides a useful bookfinder. Here you can search by general historical topic, age group, book type, and award. Searching this bookfinder for “19th century history” and "middle school" brings up 47 fiction and nonfiction books. Please note that it’s not clear when this list was last updated as it does not include recent award winners. The American Library Association's yearly list of Notable Children’s Books includes books suitable for children up to, and including, age 14. Books that win awards such as the Coretta Scott King Award and Newbery Medal are added to the list. (The ALA also has a page dedicated to book lists, but few specifically pertain to the history classroom.) The Reading and Writing Project at Teacher’s College has generated a list of historical fiction using teachers’ recommendations which can be accessed as a PDF here. This list just includes title, author, book type (i.e., picture or chapter) and level, but organizes the books by historical topic including a set of recommendations for “Westward Expansion and Prairie Life.” PBS has a list of historical fiction for grades four and five, which can be accessed here. Some states provide lists of historical fiction and nonfiction. Search California’s database using “Oregon” as keyword or “Lewis” as keyword and you will get more than 20 fiction and nonfiction books.

Specific Recommendations

All these online resources can help you find a book, but don’t forget your local and school libraries and independent bookstores. Often children’s librarians will have wonderful suggestions and your local bookseller may also have a quality selection of historical fiction. Indeed, Martha Dyer, librarian at Mission Hill Middle School in California, helped me compile the following recommendations. (One source she used that is not mentioned here is a database available at the local public library, “NoveList,” produced by Ebscohost.) Here are some titles worth investigating: Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell (1997) by Kristiana Gregory. This is a quality selection from the Dear America series. My Travels with Capts. Lewis and Clark, by George Shannon (2004) by Kate McMullan. Seaman: The Dog Who Explored the West with Lewis & Clark (1999) by Gail Langer Karwoski. The Journal of Jedediah Barstow, an Emigrant on the Oregon Trail: Overland, 1845 (2002) by Ellen Levine. This is part of the My Name is America series. Thomas Jefferson: Letters from a Philadelphia Bookworm (2000) by Jennifer Armstrong. This is part of the Dear Mr. President series. The books below do not directly address the specific time period or event you ask about, but they could also be good choices as they are engaging and relevant.

  • Call of the Wild by Jack London (1903)
  • The Devil’s Paintbox by Virginia McKernan (2010)
  • The Game of Silence by Louise Erdrich (2005)
  • The Journal of Wong Ming-Chung: a Chinese Miner, California, 1852 by Laurence Yep (2000)

And finally, consider one experienced middle school history teacher’s response to your question: “I usually have my students reading excerpts from Lewis and Clark's journals. Some of those read like a fictional story at times!” Good luck!

For more information

Teachinghistory.org addresses World War I and II literature in another Ask a Master Teacher response and 20th-century literature for the high school classroom in another.

See this response for five picture books for teaching the American Revolution to fifth graders.

Also see this Teaching Guide on using “book sets” that include fiction and nonfiction texts.

Ulysses S. Grant Memorial

Video Overview

According to Christopher Hamner and Michael O'Malley, the Ulysses S. Grant Memorial in Washington, DC, presents a uniquely active look at the Civil War. As a work of art, the memorial draws the eye to Grant, standing above the chaos of surrounding battle, but it fails to include any reference to slavery as a cause of the war.

Video Clip Name
warmemorial1.mov
Video Clip Title
Ulysses S. Grant Memorial
Video Clip Duration
3:30
Transcript Text

Christopher Hamner: Grant was fantastic and Mike has actually written a little bit on just why that is such an unusual piece of sculpture and it’s such a subtle piece of artwork and that if you look at it—if you don’t scrutinize it too closely it does look somewhat traditional and that it’s men on horseback and cannons and—

Michael O’Malley: Right you see it from a distance and you just start yawning before you even get close to it and you don’t even look and you go oh there’s a guy on a horse, wow, haven’t seen that before—

Christopher Hamner: You get close and you see that on one side it’s the beginning of a disaster. And I think more than the other two monuments that we visited, we looked at the Grant Memorial, not just as historians but also as a work of art. And it’s really very moving. And on the south side where it is sort of in the first moments of what looks like it’s going to be a horrific crash, just the sense of motion that is conveyed by this—

Michael O’Malley: Well so much—the guys on the back haven’t yet figured out what’s about to happen—

Christopher Hamner: You can see the tack on the horses going slack which tells you that this forward momentum has stopped but it has not yet gotten to the two guys who are riding the caisson—

Michael O’Malley: And they’re about to get jolted off or they’re about to fall off—

Christopher Hamner: And they’re sort of oblivious to what’s going on in the team and for something that’s frozen in metal the sense of power and emotion that’s not completely controlled, really came through to me.

Michael O’Malley: It’s a very powerful piece of art with a particular vision of war as grim endurance, not as discipline, triumph but as you know grim endurance against chaos—

Christopher Hamner: There’s heroism there, but it’s not the kind of heroism—

Michael O’Malley: It’s not the kind of heroism of the single mighty ideologue. Although maybe in Grant, right? Grant looks grimly ahead and if you read Grant’s memoirs he’s completely unflinching in his condemnation of slavery. He’s not some kind of flag-waving Garrisonian but you know it was a terrible cause, the worst cause men ever fought for.

Christopher Hamner: And they did a great job I thought at capturing Grant who was not McClellan, who did not show up in his battle finery—

Michael O’Malley: And peacock around—

Christopher Hamner: He’s there in a sort of—the kind of gear that he wore, his head’s down, he’s looking in the distance, shoulders are a little bit stooped. I mean you get the sense of the weight that’s been on the man and as you pointed out the two statues that are closer to ground level that involve the actual fighting troops are both focused on Grant—

Michael O’Malley: But he’s ignoring them.

Christopher Hamner: Much higher.

Michael O’Malley: He’s paying no attention. That’s not his problem. One of the students pointed out that Confederates are really present by their absence which is really interesting.

Christopher Hamner: It’s a great insight.

Michael O’Malley: They’re the cause of this chaos. They’ve just instigated these events which look to be pretty awful but they’re not actually shown. Which is very clever about it. It’s a very active monument. I think we both agree that the sad thing about it is it can’t get slavery. It can’t get the cause of the war. The war is a tragedy, but the political cause— You know there’s plenty of people that would say it’s not a tragedy, slavery is over. If your ancestors are slaves it’s not a tragedy at all, that’s great! Slavery isn’t depicted at all in the cause of the war so it depoliticizes it and that’s also the historical moment. You couldn’t do otherwise in America in 1913. It was the only political discourse available, I think.

White House Historical Association

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The White House Historical Association works "to enhance the understanding, appreciation and enjoyment of the White House." The website has a number of useful educational resources if you know where to look.

Start with the Themes and Media page that gathers educational resources from the entire website into thematic categories from African American history to protests. Within each collection, you'll find relevant selections from the website's pool of 10 text timelines, more than 15 online exhibits and tours, and more than 20 lesson plans labeled by grade level. One exhibit covers the political symbolism of, and national reaction to, First Lady Lou Hoover's invitation of Jessie DePriest, wife of the first African American elected to Congress in the 20th century, to tea.

The History page gathers the majority of these resources in one location. From information on artwork in the White House to milestones in White House staff history to White House pets, there's plenty to discover.

Most of the content in the Classroom section overlaps with that in History. However, here you can access all available lesson plans, sorted by grade level (K–3, 4–8, 9–12), as well as more than 10 primary sources. Finally, this is the place to go for more information on touring the White House or reserving a program for your DC Metro-area classroom.