On a Journey Through Hallowed Ground

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Photo, Of the Student, For the Student, By the Student, Chris Preperato
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How do you engage your students in history? Do you introduce them to the lives of other children and students in the past? Explore local history with them? Bring digital media and tools into the classroom? The Journey Through Hallowed Ground Partnership's education program combines all three techniques to support students in better understanding the past.

In 2008, Congress recognized the Journey Through Hallowed Ground Heritage Area, a strip of land encompassing 15 counties and more than 10,000 registered historic sites in Virginia, Maryland, West Virginia, and Pennsylvania. Formed to raise awareness of the area and its resources, the Journey Through Hallowed Ground Partnership focuses on encouraging not just tourism, but education and historical engagement.

What major events anchor local history in your area? How did young people participate in those events?

"Of the Student, For the Student, and By the Student"—the name of the partnership's award-winning educational program sums up its philosophy. Starting with Harpers Ferry, moving on to Monticello, and then beginning a multi-year project set on the Heritage Area's Civil War national parks, Of the Student, For the Student, By the Student gives middle school students and teachers the knowledge and tools to engage with local historic sites.

At each historic site, teachers, staff, and volunteers introduce students to the site's rich history. Armed with new knowledge and enthusiasm, small groups of students create their own mini-documentary or historical fiction scripts and film "on location" at the historic site. Working together as writers, directors, and actors, students come away from the program with a sense of ownership and a deeper connection to the history of their communities.

Do you have access to a video camera or two? What major events anchor local history in your area? How did young people participate in those events? How were they affected by them? On a smaller scale, you and your students may be able to create historical mini-movies of your own. Check out The Journey Through Hallowed Ground's YouTube channel for more than 40 "vodcasts" created by Of the Student, For the Student, and By the Student participants, or learn more about the project from Teachinghistory.org's peek into student filming at Manassas National Battlefield Park. Does anything inspire you (or your students)?

For more information

Learn more about The Journey Through Hallowed Ground on its official website. Its Education section includes more on Of the Student, For the Student, By the Student and other programs, as well as more than 13 lesson plans.

Think your students are too young for film-making? Think again! Award-winning teacher Jennifer Orr describes how she uses video cameras with her 1st-grade students.

Portal to Texas History jmccartney Wed, 09/09/2009 - 17:12
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Postcard, postmarked October 9, 1907, Portal to Texas History
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This archive offers a collection of more than 900,000 photographs, maps, letters, documents, books, artifacts, and other items relating to all aspects of Texas history, from prehistory through the 20th century. Subjects include agriculture, arts and crafts, education, immigration, military and war, places, science and technology, sports and recreation, architecture, business and economics, government and law, literature, people, religion, social life and customs, and the Texas landscape and nature. Some subjects include sub-categories. For instance, social life and customs, with 694 items, includes 13 sub-categories, such as clothing, families, food and cooking, homes, slavery, and travel. The visitor can also search the collection by keyword.

Resources for educators include seven "primary source adventures," divided into 4th- and 7th-grade levels, with lesson plans, preparatory resources, student worksheets, and PowerPoint slideshows. Subjects of the lessons include Cabeza de Vaca, Hood's Texas Brigade in the Civil War, life in the Civilian Conservation Corps, the journey of Coronado, the Mier Expedition, runaway slaves, the Shelby County Regulator Moderator war, and a comparison of Wichita and Comanche village life. This website offers useful resources for both researching and teaching the history of Texas.

Jonathan Edwards Online

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Portrait, Jonathan Edwards
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This website will eventually offer the comprehensive writings and publications of American theologian John Edwards, including correspondence, miscellanies, and sermons. Currently, scholarly resources on Edwards's writings are limited to PDF files of the Center's master sermon index, miscellanies index, and indices of Edwards's correspondence. A bibliography lists 183 secondary and published primary resources on Edwards and a chronological bibliography lists 106 key articles and essays about Edwards.

There are also nine essays on Edwards, including a biography, examinations of his legacy and family life, and essays on Edwards as a man of letters, a missionary, a philosopher, a preacher, and a theologian. The website also offers 16 short descriptions of his major works, a chronology of Edwards's life with dates of his major works, and an exhibit on the difficulties of transcribing Edwards's manuscripts. This website is a useful starting point for researching Edwards, with the promise of becoming an important resource for research on his writings.

History of American Education Web Project

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Introductory graphic, History of American Education Web Project
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Provides 55 images and 60 short essays, ranging in length from a few sentences to approximately 1,500 words, on significant topics in the history of American education. The essays were prepared by undergraduates and edited by their professor, Robert N. Barger, who holds a Ph.D. in the history of education. Organized into five chronological categories from the colonial era to the present, with an additional essay on European influences. Covers such topics as hornbooks, primers, McGuffey Reader's, normal schools, kindergarten, high school, African-American education, adult education, prayer in schools, student rights, and education of the handicapped. Includes essays on such personages as Freidrich Froebel, Herbert Spenser, Benjamin Franklin, Thomas Jefferson, Benjamin Rush, Horace Mann, and G. Stanley Hall. Also offers information on recent topics such as the Committee on Excellence in Education's 1983 study, A Nation at Risk, and the Goals 2000: Educate America Act, signed into law in 1994. Professor Barger's warning that he did not add balance to the "triumphalist" perspective that some of his students adopted should be remembered by those using this site. Nevertheless, it provides a useful introduction to high school students and undergraduates studying the history of American education.

Do History: Martha Ballard's Diary Online Anonymous (not verified) Fri, 01/25/2008 - 22:21
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This interactive case study explores the 18th-century diary of midwife Martha Ballard and the construction of two late 20th-century historical studies based on the diary: historian Laurel Thatcher Ulrich's book A Midwife's Tale and Laurie Kahn-Leavitt's PBS film by the same name.

The site provides facsimile and transcribed full-text versions of the 1,400-page diary. An archive offers images of more than 50 documents on such topics as Ballard's life, domestic life, law and justice, finance and commerce, geography and surveying, midwifery and birth, medical information, religion, and Maine history. Also included are five maps, present-day images of Augusta and Hallowell, ME, and a timeline tracing Maine's history, the history of science and medicine, and a history of Ballard and Hallowell. The site offers suggestions on using primary sources to conduct research, including essays on reading 18th-century writing and probate records, searching for deeds, and exploring graveyards. A bibliography offers nearly 150 scholarly works and nearly 50 websites.

Archiving Early America jmccartney Thu, 09/10/2009 - 07:51
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Portrait, George Washington
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Presents about 50 facsimile reproductions and transcriptions of original documents, newspapers, books, autobiographies, biographies, portraits, and maps from the 18th and early 19th centuries. Examples include the Declaration of Independence, the Jay Treaty, George Washington's journal of his trip to the Ohio Valley, published in the 1754 Maryland Gazette, and 15 contemporary obituaries of well-known figures. Portraits include 24 statesmen and 12 "notable women." The site also furnishes guidelines for deciphering early American documents; seven "short films of noteworthy events," including a 35-minute feature entitled "The Life of George Washington"; four discussion forums; a collection of interactive crossword puzzles; the online journal, The Early America Review; and a news-ticker relating events that occurred "On This Day in Early America." Includes an "Early American Digital Library" from which visitors can view more than 200 digital images from early American engravings of people, places, and events (full-size images are available for purchase). Created by a collector of early Americana.

Spain in the American Revolution

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Bernardo de Galvez
Question

Why didn't Spain fight in the American Revolutionary War? I would have thought that they would have assisted the colonies, and then taken advantage of their post-war weakness to add North America to their empire.

Answer

Spain was not a bystander to the American Revolutionary War, although that fact is rarely mentioned in cursory historical surveys. Spain's motivation to help the American colonists was driven by a desire to regain the land it had lost to Britain and, with other European powers, make incremental gains against British possessions in other parts of the world. Although some dreamers in Spain perhaps envisioned its eventual possession of the entire New World, I have found no evidence that such an idea guided its assistance to the American colonists.

Spain was not a bystander to the American Revolutionary War

France and Spain were at that time both under Bourbon kings, Louis XVI and Carlos III, respectively, whose American possessions had been significantly reduced by the 1763 Treaty of Paris that ended the Seven Years' (the French and Indian) War. At the beginning of the American War of Independence, American commissioners were sent to Europe by the Continental Congress to seek support for their cause. John Jay, American representative in Spain, found success. Americans promised both France and Spain the restoration of much of the land they had lost to the British in America. In April 1779, Spain committed to helping the Americans.

Financial Support

This help did not consist of Spanish troops to fight alongside Americans, but it was extensive nevertheless. The Spanish and French kings provided large loans and outright contributions of money to the Americans. Spain laundered this money, as we would say today, through a fictitious private trading company, Roderique Hortalez and Company, operating out of the Lesser Antilles, which sent both money and war material directly to the Americans. The money helped support the Americans' new currency, the Continental, and also made it possible for the Americans to bring in foreign military officers, such as Augustus von Steuben, Casimir Pulaski, and Thaddeus Kosciuszko, to fight for them.

Land Battles

Spain began a military campaign of its own against the British in Florida and Louisiana. From 1779 through 1782, the Spanish Governor of Louisiana, Don Bernardo de Gàlvez, conducted a series of military actions against the British to retake forts that Spain had earlier lost to the British, succeeding in the Mississippi River Valley, and at Baton Rouge, Natchez, Mobile, and Pensacola. In 1782, Spain also succeeded in wresting back the Bahamas from the British.

Naval Support

A very substantial form of Spain's support for the Americans involved a strategy of joining Britain's other European competitors in tying up British naval resources by engaging them elsewhere than in Britain's American colonies. Spain did this, for example, against Gibraltar and Minorca, and together with France sent a fleet into the English Channel to menace the British coast and tie up more British ships. Most of the European maritime powers, including Spain, united against Britain's effort to interrupt their trade with America. With both France and Spain (and Holland) indirectly in the fray, Britain's navy was outmatched and could not effectively concentrate its military force in America. Spanish ships joined with French ships in the naval blockade of the British army at Yorktown in 1781, preventing General Cornwallis's resupply by the British navy, resulting in his surrender.

Bibliography

Thomas E. Chàvez, Spain and the Independence of the United States: An Intrinsic Gift (Albuquerque: University of New Mexico Press, 2002).

Light Townsend Cummins, Spanish Observers and the American Revolution, 1775-1783 (Baton Rouge: Louisiana State University Press, 1991).

Winston De Ville, ed., Yo Solo: The Battle Journal of Bernardo de Gàlvez during the American Revolution (New Orleans: Polyanthos, 1978).

David French, The British Way in Warfare, 1688-2000 (London: Unwin Hyman, 1990).

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"Prise de Pensacola," Illus. in: Recueil d'estampes representant les différents événements de la Guerre qui a procuré l'indépendance aux Etats Unis de l'Amérique ... / Nicolas Ponce. Paris : Ponce et Godefroy, [1784?], Prints and Photographs Division, Library of Congress.

"El Ecsmo Senor Conde De Galves," Museo Nacional de Historia, Castillo de Chapultepec, Mexico.

Detail from A. R. Mengs' 1761 portrait of Carlos III, Museo Nacional del Prado, Madrid.

Spanish Louisiana vs. Great Britain

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John Jay, minister plenipotentiary to Spain
Question

When did the government of Spanish Louisiana begin its involvement in the American revolution?

Answer

Perhaps this question was stimulated by another recent question and answer. Please consider that exchange as preliminary background for what follows here.

After Spain's public acknowledgment in June 1779 that it would join with France to wage war on Britain, the Governor General of Spanish Louisiana, Bernardo de Gálvez, began his successful military campaign against British forces in Florida, Louisiana, and in the Mississippi River Valley.

John Jay's mission to Spain, which began in September of that year resulted in no additional direct aid to the American colonies, although Spain funneled some money to them indirectly, which helped the Colonies stabilize its currency. But Spain had had reasons of its own to harass Britain militarily and it had begun to do just that, conscious that Britain's world-wide military power would be occupied to some extent by the revolt of its colonies in America.

The Catholic monarchy of Spain, however, had little sympathy with the British colonies' budding republican ideals. The U.S. State Department's website, describing Jay's mission to Madrid, says that Carlos III's minister, with whom Jay dealt, "worried about American claims to lands west of the Appalachians and navigation rights on the Mississippi River and feared that the flames of the American revolution might spread to Spanish colonies in the Americas."

Nevertheless, his worry did not hinder Spain's pursuit of its own interests in America against the British and this certainly had the indirect but substantial effect of supporting the American colonists.

For more information

U.S. Department of State, "John Jay in Madrid."

Bibliography

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Detail of ceiling painting in the Salon de Carlos III, Palacio Real, Madrid.

Drawing by Pierre Eugène Du Simitière, "His Excellency John Jay, President of Congress & Minister Plenipotentiary from Congress at Madrid," from Portraits of Generals, Ministers, Magistrates, Members of Congress, and Others, Who Have Rendered Themselves Illustrious in the Revolution of the United States of North America, Vol. 3. London: R. Wilkinson and J. Debrett, 1783.

Sullivan Clinton Campaign, 1779-2005

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Photo, The Standoff at Douglas Creek. . . , 2006, Sullivan Clinton Campaign
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This learning center focuses on the devastating 1779 Continental Army campaign into Iroquois Country that set out to destroy the Seneca, Cayuga, and Onondaga nations who had allied themselves with the British. It features maps, images, audio/visual presentations, and lesson plans. Three maps show the places affected by the campaign and its aftermath, including an interactive map explaining the background and course of the campaign, as well as an actual campaign map from 1779. The site has more than 300 images in 11 different thematic galleries including Iroquoia, the events of the campaign's 25th anniversary, traditional images, and alternative viewpoints. There are 10 audio/visual presentations directly inspired by the campaign and its aftermath or "devoted to a world freed from its legacy."

The educator's guide to the campaign offers an introduction that includes an overview, background to the campaign and goals, and 13 lesson plans. The site also provides a section for posting commentary and discussion about the campaign and provides 13 links to related websites. A useful site for teaching the Revolutionary War and for anyone with an interest in the 1779 Sullivan-Clinton Campaign and its legacy.