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

The Last Good War: Teaching World War II through Art, Music, and Literature

Description

From Alabama Humanities:

World War II is ideally suited to today's classroom. All of the novels selected for the course have been included on high school reading lists for years. Film versions of most of the novels are readily available to the high school teacher. Excerpts from several of these films will be shown during class. Teachers will learn about a number of World War II artists, such as Tom Lea and Kerr Eby, whose artwork can also be used to illustrate the war. Finally, teachers will learn how to use the best audiovisual aids in the classroom: actual veterans of World War II who can be found all over the United States.

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

Was the American Revolution Avoidable?

Description

From the National Humanities Center:

What was the relationship between the colonies and Britain that led to independence in 1783? What if the British had not tried to tax the colonies? The taxes were small. Why did the colonies resist them so strongly? What if the British had responded to the resistance in a more conciliatory and pragmatic way? Could the controversy have been resolved so the colonies would have remained connected to Britain? What form might that connection have taken? What might have been the result of reconciliation? Would slavery have been abolished earlier? Would the colonies have developed into one or more commonwealths with autonomous internal governance, like Canada, Australia, New Zealand, and South Africa? What would be the relationship today between the United States and Britain?

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

Classroom Glory

Quiz Webform ID
22413
date_published
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
Image
quiz-glory-flogging
quiz-glory-flogging
quiz-glory-flogging
quiz-glory-flogging
thumbnail
thumbnail glory quiz
Preview Mode
On

Thanksgiving Dinner in 1943

Quiz Webform ID
22413
date_published
Teaser

Rationing in the Land of Abundance: Choose the foods that would have been hard to come by during WWII.

quiz_instructions

During World War II, the Office of Price Administration (OPA) instituted rationing, limiting the amount of goods, including food items, that civilians could purchase, affecting daily life and traditions on the homefront. What was it like to plan a holiday meal in 1943?

Quiz Answer

Turkey

Difficult. Beef, pork, and lamb were rationed, except for organ meats (which could not be easily preserved and shipped to the troops). Poultry was not rationed because it, too, was difficult to preserve and ship, but turkey shortages were widespread during the holiday season of 1943. This was partly because farmers were obliged to offer their turkeys first to the government before selling them on the open market. Cooks who were not prepared to hunt wild turkeys were encouraged to roast a duck or a chicken for Thanksgiving.

Dressing

Not difficult. Flour and bread were not rationed. Nor were fresh vegetables—onions and celery, for example, or chestnuts. Fresh fish was not rationed either, so adding oysters would have been no problem, depending on one's proximity to the coast.

Cranberry sauce

Difficult. Fresh fruit was not rationed, so cranberries could be found in the market, but sugar was rationed (two lbs. per person per month). You could use rationed sugar to make cranberry sauce, but that would not leave much for the rest of the month. Having several people pool their ration was a possible solution. Canned cranberry sauce was available, but the government rationed almost all processed and canned, bottled, or frozen food, so it would cost precious points. Consumers were strongly urged to recycle metal cans for the war effort.

Green beans with cheese sauce

Difficult. Green beans (and other fresh vegetables) were not rationed (unless in cans), and milk for the cheese sauce was available. Hard cheese, however, was rationed because it was easy to ship overseas.

Mashed potatoes

Not difficult. Fresh vegetables were not rationed.

Rolls

Not difficult. Flour was not rationed; neither were fresh eggs.

Butter

Difficult. Butter was rationed, along with all other oils and fats. Margarine was somewhat easier to get than butter. Factories and farms focused on supplying the military first. Factories used oils and fats to manufacture soap and munitions (using glycerin). Whiskey distilleries turned to making industrial alcohol.

Fresh tropical fruit salad with cottage cheese

Difficult. Cottage cheese and other soft cheeses were not rationed, and fresh fruit was not rationed (although canned fruit was); however, fresh tropical fruit, such as bananas, was almost unavailable due to the disruption in Caribbean shipping by naval warfare. In addition, railroads and trucks were detailed to move military supplies. A Waldorf salad would have been a better choice.

Pumpkin pie

Difficult. Sugar and shortening were both rationed (some people used fat rendered from their rationed meat for shortening). Fresh pumpkin was freely available, but canned pumpkin was rationed because of the can.

Coffee

Difficult. Coffee was rationed until 1943, but even after that, it was scarce, as was tea. Other scarce products on the home front included chocolate and cigarettes, both of which were shipped overseas to the army.

The public was encouraged to grow produce in "Victory Gardens" and to conserve and collect metal, paper, and rubber. They were also encouraged to carpool whenever possible. Besides gasoline and automobiles, other rationed non-food items included clothing, shoes, typewriters, stoves, refrigerators, bicycles, tires, fuel oil, farm equipment, and wire fencing.

For more information

thanksgiving-ctlm2.jpg Genealogy Today's digital collection WWII War Ration Books introduces visitors to the history of ration books, provides contemporary newspaper clippings and government publications on rationing, and lets visitors browse digital images of more than 9,000 ration book covers.
Click through the Ames, IA Historical Society's exhibit on WWII rationing for examples of rationing stamps, wartime propaganda supporting rationing, and pages from a rationing-friendly cookbook.
The National Archives and Research Administration (NARA)'s Pictures of World War II includes some images and documents related to rationing—click on "The Home Front."
In her Lessons Learned entry, "The Power of Primary Sources: How Teaching American History Grants Changed My Classroom," Kansas high school teacher Tracy Hutton describes how using engaging primary sources, including materials on rationing, has enhanced her teaching.

Sources
  • "Facts the younger generation of marketers should know are taught this class in the Murch Elementary School, Washington, D.C. Catherine M. Rooney, 6th grade teacher instructs her alert pupils on the way and how of War Ration Book Two," Feb. 1943, National Archives and Records Administration (accessed October 13, 2009).
  • Office for Emergency Management, "I Pay No More Than Top Legal Prices, I Accept No Rationed Goods Without Giving Up Ration Stamps," National Archives and Records Administration (accessed October 13, 2009).
Image
thumbnail
Preview Mode
On

American Myths: Popular Music

date_published
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).
Preview Mode
On

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

America at War: 1950-2010

Description

From the Harry S. Truman Library and Museum:

The Harry S. Truman Library and Museum will be offering a summer course for teachers in July. Presenters will examine the 60th anniversary of the Korean War and discuss its legacy. Teachers will have the opportunity to hear scholars from around the nation and discuss the latest research on topics such as the Vietnam War, the Iran hostage crisis, the end of the Cold War, and present-day conflicts in Iraq and Afghanistan. Educators will also create lesson plans and teaching materials based on the presentations.

Speakers include Adrian Lewis, University of Kansas; representatives from nine presidential libraries; Paul Edwards from the Center for the Study of the Korean War; military historians; and currently serving military officers from Fort Leavenworth.

Teachers will have access to numerous primary sources from the Truman Archives during the week-long conference and will be encouraged to share their ideas during the conference.

Contact email
Registration Deadline
Sponsoring Organization
Harry S. Truman Library and Museum
Target Audience
Secondary
Start Date
Cost
$100
Course Credit
"Two hours credit is available from UMKC for an additional cost."
Duration
Five days
End Date

Civil War and Reconstruction

Description

From the Ashbrook Center website:

"This course will examine military aspects of the war, as well as political developments during it, including the political history of the Emancipation Proclamation, the Gettysburg Address, and the Second Inaugural. The course also examines the post-war Amendments and the Reconstruction era."

Registration Deadline
Sponsoring Organization
Ashbrook Center
Phone number
8772895411
Target Audience
K-12
Start Date
Cost
Free; $500 stipend
Course Credit
"Teachers may choose to receive two 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 transferred to another institution. The two credits will cost $440."
Duration
Six days
End Date