Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 6–8 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
6-8
Start Date
Duration
Four hours

Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 9–12 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
9-12
Start Date
Contact Title
Education Coordinator
Duration
Four hours

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

Buffalo Bill, American Idol

Description

From the National Humanities Center:

Between 1883 and 1916, Buffalo Bill's Wild West—an extravaganza of riding, roping, shooting, Indian attacks, and stage coach robberies—gave audiences throughout the world an image of the American West so vivid that, for millions both here and abroad, it became the American West. In the process William F. Cody, Buffalo Bill, established himself as one of, if not the, most famous American of his era. How did he achieve his fame? Why were audiences so captivated by his shows? How did he define the West? Built around the American Experience historical documentary film Buffalo Bill, this seminar will explore themes that illuminate American life in the late 19th and early 20th centuries and that still resonate today, themes like the rise of mass entertainment, the creation of celebrity, the power of popular culture, and the role of the West in American national identity.

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

Turning Turtle: Shipwrecks and Disasters at Sea

Quiz Webform ID
22410
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Teaser

The ship's on her beam-ends and all's lost! Test your knowledge of maritime disasters.

quiz_instructions

When you think of life at sea, what comes to mind? Excitement? Danger? Pirates? Johnny Depp? This quiz has a bit of all of the above, with the exception of Mr. Depp. Test your knowledge of renowned maritime disasters and confrontations.

Quiz Answer

1. On December 5th 1872, the Mary Celeste was found sailing empty of all crew, but with all valuables—including her cargo of raw alcohol—still aboard. The yawl (a small boat) was missing, and two cuts were made to the bow of the ship. Which of the following theories was proposed by one of the captain's relatives?

a. Warm weather made the alcoholic cargo release gas, causing cargo barrels to explode and the crew to abandon ship.

The captain's cousin, Oliver Cobb, and the vessel owner, J.H. Winchester, felt that the cargo caused minor explosions in the hold. Following the explosions, the ship would have been abandoned in extreme haste, as such explosions were known to splinter and sink vessels.

The official opinion on the Mary Celeste was that the crew sampled the alcohol, killed the captain and his family, damaged the bow of the brig to make the vessel appear unseaworthy, and waited for another captain to "save" them from their vessel. Others held that the ship was becalmed. As it slowly drifted toward shore, Briggs and his men set out in the yawl, to avoid being onboard if the ship wrecked. However, they did not tie the yawl to the Mary Celeste; and when the wind started again, the ship abandoned them. Many other theories exist, and this remains one of history's mysteries. (Incidentally, there were no African Americans among the crew—though Sir Arthur Conan Doyle wrote a fictionalized account in which African American crewman mutinied.)

2. In November 1819, a vessel was struck and wrecked by a sperm whale the crew had seen before, at previous whaling sites. What is the name of the ship?

b. The Essex

Having survived the wreck, 20 crewmembers set out from the Essex in small rowboats with minimal supplies. Over the course of three months, they floated about the South Seas, suffering from the heat, dehydration, and starvation. The evacuees eventually resorted to cannibalism when their food stores were depleted. Eight men survived, including the captain, James Pollard, Jr., and Owen Chase, author of the best-known firsthand account of the disaster. The story of the Essex inspired Herman Melville to write his famous novel Moby-Dick.

3. The 1904 loss of the New York excursion steamer the General Slocum resulted in over 400 dead. Which factor did not contribute to the loss of life?

b. Inaccurate nautical charts

On June 15, 1904, the General Slocum departed on the annual Sunday School excursion of St. Mark's German Lutheran Church. However, unbeknownst to passengers and crew, a fire had broken out in a storage room. Many passengers died of burns, and others drowned, unable to swim. The steamer's defective life preservers added to the death toll. The preservers' insides, made of finely-ground cork, quickly became waterlogged when the preservers' rotten covers fell away. One survivor told of a woman with three children. The mother and two girls could swim, but one daughter could not. The daughter was put in a life preserver and tossed overboard, where she immediately sank.

The General Slocum disaster was recognized internationally because of the loss of so many women and children.

4. In December 1717, Blackbeard captured the sloop Margaret. What did the pirates take from the ship?

c. Cutlasses, hogs, books, and navigational tools

Captain Henry Bostock reported his losses as cutlasses, hogs, books, and navigational instruments—not the traditional image of pirate booty. However, the hogs would provide fresh meat; the books provided entertainment on board a ship where the crew often had little to do (pirate crews could be roughly 80 men strong, as compared to the 12-man crew of a merchant vessel); and accurate navigation was crucial at sea. When we think of pirates and maps, we imagine mythical treasure maps, but maps were vital to any ship—the more the better, as they were often inaccurate by as much as 600 nautical miles. Also, pirates were essentially democratic, so crews determined destinations by common vote. As a result, pirate ships often took odd, zigzagging routes, rather than tried-and-true sea paths, making maps still more valuable.

For more information

turnturtle_ctlm.jpg If you are curious about the Mary Celeste, one interesting online resource is "Sinbad's Genie and the Mary Celeste", a weather-related theory for the ship's lack of crew, written by a meteorologist.

For more information on the General Slocum disaster, try the National Archives and Records Administration's online exhibit Slocum Disasters, June 15, 1904. The page offers an image of the steamer, a contemporary newspaper page on the disaster, and the vessel's enrollment certificate.

North Carolina Digital History provides a brief biography of notorious pirate Edward Teach, better known as Blackbeard. To learn more about the wreck of his ship and about a pirate's material possessions, head to the Queen Anne's Revenge Shipwreck Project, which offers artifact images and an archaeological site map.

Sources
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American Myths: Popular Music

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Teaser

Each song has a story. What inspired it? When was it made? By whom?

quiz_instructions

Match the song title with the story of its composition or use.

Options:
Battle Hymn of the Republic
Taps
Home Sweet Home
Dixie
Star Spangled Banner
Take Me Out to the Ball Game

Quiz Answer

1. This was a popular Civil War song sung by Union and Confederate soldiers. Regimental bands typically ended evening camp concerts by playing this song and bands of opposing armies sometimes performed the song together across battle lines:

Home Sweet Home. John Howard Payne, a traveling actor who wrote the lyrics, lived his entire life in hotel rooms and boarding houses, never having an actual home.

2. After battle, while preparing casualties from the opposing army for burial, a captain discovered his own son among the dead soldiers. On his son’s body, he found the music for this song written on a scrap of paper:

Taps. Captain Robert Ellicombe asked his company bugler to play the music at his son's burial. The next day, Division Commander Gen. Daniel Butterfield, asked his bugler, Oliver Morton, to arrange the piece for a new bugle call, which was soon played throughout the entire Union Army.

3. The melody to this song was originally a popular drinking tune:

Star Spangled Banner. John Stafford Smith composed the melody for a London social club in the late 1700s, and the music was used for a religious hymn and later for a popular drinking song in London and America.

4. Originally a religious song, this music, with new lyrics, became a famous marching song:

Battle Hymn of the Republic. Southerner William Steffe composed the music for a religious hymn, and Union soldiers marched to the song, singing the words of "John Brown's Body." When Julia Ward Howe saw troops marching to the tune, she was so inspired by its pageantry that the words to "Battle Hymn" came to her in the middle of the night.

5. A man from Ohio wrote this song while sitting in a New York City hotel room:

Dixie. Northerner Dan D. Emett did not write the song with personal memories of old cotton fields back home. The song became a popular tune before the Civil War, and Confederate soldiers soon adopted it as their own. Ironically, the song was a favorite of Abraham Lincoln.

6. The author of this song never witnessed a battle or a baseball game before writing this piece:

Take Me Out to the Ball Game. Albert von Tilzer performed this song on vaudeville stages twenty years before he actually saw his first baseball game.

Sources
  • Thomas Ayres, That's Not in My American History Book: A Compilation of Little-Known Events and Forgotten Heroes (New York: Taylor Trade Publishing, 2000).
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Voices in the Whirlwind

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Teaser

To each prophet, a certain way of speaking. Match civil rights leaders with their words.

quiz_instructions

Great orators have spoken up for civil and human rights in the U.S. since the founding of the country. Match the person to what he or she spoke or wrote.

Quiz Answer

1. Frederick Douglass: "The existence of slavery in this country brands your republicanism as a sham, your humanity as a base pretence, and your Christianity as a lie. It destroys your moral power abroad; it corrupts your politicians at home. It saps the foundation of religion; it makes your name a hissing, and a byword to a mocking earth. It is the antagonistic force in your government, the only thing that seriously disturbs and endangers your Union. It fetters your progress; it is the enemy of improvement, the deadly foe of education; it fosters pride; it breeds insolence; it promotes vice; it shelters crime; it is a curse to the earth that supports it; and yet, you cling to it, as if it were the sheet anchor of all your hopes. Oh! be warned! be warned! a horrible reptile is coiled up in your nation's bosom; the venomous creature is nursing at the tender breast of your youthful republic; for the love of God, tear away, and fling from you the hideous monster, and let the weight of twenty millions crush and destroy it forever!"

2. Ida B. Wells: "The race problem or negro question, as it has been called, has been omnipresent and all-pervading since long before the Afro-American was raised from the degradation of the slave to the dignity of the citizen. It has never been settled because the right methods have not been employed in the solution. It is the Banquo's ghost of politics, religion, and sociology which will not down at the bidding of those who are tormented with its ubiquitous appearance on every occasion. Times without number, since invested with citizenship, the race has been indicted for ignorance, immorality and general worthlessness--declared guilty and executed by its self-constituted judges. The operations of law do not dispose of negroes fast enough, and lynching bees have become the favorite pastime of the South."

3. Booker T. Washington: "The wisest among my race understand that the agitation of questions of social equality is the extremest folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing. No race that has anything to contribute to the markets of the world is long in any degree ostracized. It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera-house."

4. Malcolm X: "If you don't take this kind of stand, your little children will grow up and look at you and think "shame." If you don't take an uncompromising stand--I don't mean go out and get violent; but at the same time you should never be nonviolent unless you run into some nonviolence. I'm nonviolent with those who are nonviolent with me. But when you drop that violence on me, then you've made me go insane, and I'm not responsible for what I do. And that's the way every Negro should get. Any time you know you're within the law, within your legal rights, within your moral rights, in accord with justice, then die for what you believe in. But don't die alone. Let your dying be reciprocal. This is what is meant by equality. What's good for the goose is good for the gander."

6. Martin Luther King, Jr.: "There are those who still feel that if the Negro is to rise out of poverty, if the Negro is to rise out of the slum conditions, if he is to rise out of discrimination and segregation, he must do it all by himself. And so they say the Negro must lift himself by his own bootstraps. They never stop to realize that no other ethnic group has been a slave on American soil. The people who say this never stop to realize that the nation made the black man's color a stigma. But beyond this they never stop to realize the debt that they owe a people who were kept in slavery two hundred and forty-four years."

7. W. E. B. Du Bois: "A saving remnant continually survives and persists, continually aspires, continually shows itself in thrift and ability and character. Exceptional it is to be sure, but this is its chiefest promise; it shows the capability of Negro blood, the promise of black men. Do Americans ever stop to reflect that there are in this land a million men of Negro blood, well-educated, owners of homes, against the honor of whose womanhood no breath was ever raised, whose men occupy positions of trust and usefulness, and who, judged by any standard, have reached the full measure of the best type of modern European culture? Is it fair, is it decent, is it Christian to ignore these facts of the Negro problem, to belittle such aspiration, to nullify such leadership and seek to crush these people back into the mass out of which by toil and travail, they and their fathers have raised themselves?"

7. Marcus Garvey: "Men and women of the white race, do you know what is going to happen if you do not think and act now? One of two things. You are either going to deceive and keep the Negro in your midst until you have perfectly completed your wonderful American civilization with its progress of art, science, industry and politics, and then, jealous of your own success and achievements in those directions, and with the greater jealousy of seeing your race pure and unmixed, cast him off to die in the whirlpool of economic starvation, thus, getting rid of another race that was not intelligent enough to live, or, you simply mean by the largeness of your hearts to assimilate fifteen million Negroes into the social fraternity of an American race that will neither be white nor black. Don't be alarmed! We must prevent both consequences. No real race loving white man wants to destroy the purity of his race, and no real Negro conscious of himself wants to die, hence there is room for an understanding and an adjustment, and that is just."

Sources
  • Frederick Douglass, "What to the Slave Is the 4th of July?" Rochester, N. Y., July 5, 1852.
  • Ida B. Wells, "Lynch Law in All Its Phases," Boston, February 13, 1893.
  • Booker T. Washington, "Address at the Atlanta Exposition," September 18, 1895.
  • Malcolm X, "The Ballot or the Bullet," Cleveland, April 3, 1964.
  • Martin Luther King, Jr., "Sermon at National Cathedral," Washington, D. C., March 31, 1968.
  • W. E. B. Du Bois, "The Talented Tenth," September 1903.
  • Marcus Garvey, "An Appeal to the Soul of White America," Youngstown, Ohio, October 2, 1923.
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