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.

World War II Memorial

Video Overview

What do the elements of the World War II Memorial in Washington, DC, symbolize? Is the design effective? Who was the memorial built for? Christopher Hamner and Michael O'Malley try to answer these questions by contrasting the memorial with the Vietnam Veterans Memorial.

Video Clip Name
warmemorial2.mov
Video Clip Title
World War II Memorial
Transcript Text

Christopher Hamner: You can’t really understand the World War II Monument, where it is and why it looks the way it looks, without understanding the Vietnam Memorial and the story of getting it built. The design competition for the Vietnam Veterans Memorial was open to everybody. It eventually got more than 1,400 submissions. They were handled anonymously so that the judging panels saw only the design and a numbered code and they went on 1,400 down to 300 down to 30 down to the winner who was very surprising when it was revealed. It was a 21-year-old architecture student at Yale named Maya Lin.

Michael O’Malley: Problematic is so many ways.

Christopher Hamner:: Youth, ethnicity, gender. And it was the design that’s very close to what we now see on the Mall. One of the reasons that I suspect the World War II Monument looks the way that it looks, which is much more traditional, heroic, sort of celebratory. It seems to privilege sort of consensus and unity above everything else. [It] has to do with the desire to avoid that kind of controversy. One of the things that we pointed out was the fact that the ring of stones that sort of marks the outer boundary that are adorned with wreaths are dedicated to the states.

Michael O’Malley: Which makes no sense. The state-iness was not part of the World War II experience.

Christopher Hamner: Of all the ways you could possibly cut up World War II—

Michael O’Malley: It’s not like all the guys from Delaware were in one unit. They got drafted, they went down to some camp in the South and then they went back. I mean their was no state-iness attached to it.

Christopher Hamner: It’s a national effort to the extent that people identify with some smaller segment, it’s usually by branch or then by division. There are other ways that you could group it, but the one that makes the least sense is the states. It’s incredibly traditional, it’s white, there are wreaths, there’s a gold star at one end for every 500 combat deaths.

Michael O’Malley: So they want to have some element of what the Vietnam War Memorial does so well, which is individualizing. Really made graphic the extent of the loss. They want to have some element of that—

Christopher Hamner: But they don’t particularize it quite as effectively and that some of the teachers that we toured with said that that element of it had sort of fallen flat, that it did not—

Michael O’Malley: You actually came away thinking less people died in World War II than in Vietnam.

Christopher Hamner: I found as I walked around I spent probably half my time trying to figure out what the organizational strategy was. They were not in alphabetical order, they were not in the order the states joined the Union, they’re not grouped together. I mean I couldn’t tell. It didn’t look to me like it was sort of by population or the sort of number of soldiers from that state who perished over the course of the war and I started to suspect that it was just random.

Michael O’Malley: I mean the Vietnam Memorial takes a few elements and loads them with meaning. This thing takes a lot of elements and bleeds the meaning out of them.

Christopher Hamner: We also talked about the Korean War Memorial, which is a sort of interesting combination, right? That it’s particularized and personalized and that it’s slightly larger-than-life-size figures of soldiers that are in ponchos. They’re spread out and kind of making their way across a field but they’re not heroic in the way that soldiers a century ago would have been portrayed. You can feel the weight of the gear that they carry.

Michael O’Malley: And that wants to put you in the midst of it, I mean you walk through them. You’re right in the middle of that, so, where as in the World War II Memorial you’re in the middle of kind of nothing, you’re in the middle of some kind of empty abstraction.

Christopher Hamner: It has become more participatory at least during the daytime than it had been before because there are so many World War II veterans who are designated, who are kind of milling around the areas and who will engage with visitors and pose for photographs and talk about their experience so there is a sort of participatory dimension to it. But as Mike pointed out, these guys won’t be around forever, that cannot last.

Michael O’Malley: That’s an element of this thing that we got to in the discussion. There were some great questions, like who was this thing for? And there was really a sense that this was for veterans. Like this is here to make veterans feel good. It’s not about the nation remembering something. It’s a gift to veterans. I have nothing against giving gifts to veterans, but is that the purpose of a memorial? That’s a worthwhile question. And when the veterans are gone, what do you have? You have a gift for a person who is no longer around. It’s an odd construction of memorialization.

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.

IWitness

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What is it?

IWitness is a free resource developed by the USC Shoah Foundation Institute to help students develop a deeper understanding of 20th-century history alongside digital and media literacies. It houses approximately 1,000 Holocaust survivor and witness testimonies and allows students to construct multimedia projects using the testimonies. Users need only an Internet connection; all of the tools—including an online video editor—are self-contained on the server and are compatible with both Macs and PCs.

Getting Started

In order to start using IWitness, click here and select “register.” Once registered, you will be able to create classes and generate access codes students can use to register.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects.

Even prior to registering, the IWitness home page features a rotating group of curated clips. These short clips run less than five minutes and draw learners into compelling stories. Linked from the home page, the Browse All Topics page provides more clips from a breadth of topics to anyone visiting the site. Registered users are able to search among more than 1,000 full-length testimonies, then save clips from the testimonies for use in projects. Testimonies have been indexed to the minute with keywords. If, for example, students search for “music,” they will get a list of clips where the interviewee discusses music, and they can go right to the exact minute in which music is discussed in a testimony. Users also can narrow search results in various ways.

Once signed in, you should go to your “Dashboard” to get started exploring IWitness. From here you will notice videos located on the left side under “Connections.” The Connections videos will help you address important topics with your students: ethical editing of video clips, effective searching, and defining terms like “archive” and “testimony.” There is an Educators page designed to orient teachers to the site and highlight available resources. There is also a resource tab on the top of the screen with links to reliable information. For students and teachers alike, IWitness offers a Tool Kit, which can fly out from the right side of the screen. The Tool Kit provides users with quick access to their assigned activities, as well as to an encyclopedia, glossary, and note-taking tool.

IWitness has numerous activities you can assign to your students. More than 200 activities are available in several languages and cover an array of subjects from the Holocaust and genocide to cinema and media & digital literacy. Different types of activities present information in diverse formats and can be filtered for different age or subject levels. “Information Quest”, for example, focuses on a single survivor or witness of the Holocaust. Students listen carefully for information in testimony clips and then reflect on their learning by using, among other things, a world cloud tool. As an educator, you are also able to build your own activities for your students in IWitness with the “Activity Builder”. The additional resources offered on the “Resources” page provide bibliographies, glossaries, and timelines that may be useful when assigning activities for students to build or complete.

Examples
IWitness allows students to learn about . . . the 20th century while creating meaningful projects and making connections with their own lives.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects, including social studies, language arts, media studies, psychology, and more. One history teacher built an IWitness activity so his students could compare and contrast the Hollywood portrayal of the Sobibor Uprising in film with how survivors of the event remember and describe it. Through his IWitness activity “Escape From Sobibor: Hollywood and Memory,” his students were able to use critical thinking as they watched testimony and compared it to the film, then select clips of that testimony to construct a more historical depiction of daily life in the concentration camp.

You can also use IWitness to help teach online etiquette and respectful dialogue skills. Within IWitness, students finish their activities by viewing and commenting on their classmates’ projects. This is a great way to spark conversation that can continue in IWitness through social-media-style commenting tools. Teachers are able to mediate conversations and communicate with students within the application. IWitness also provides reminders to students about good digital citizenship when communicating with their peers within the site. IWitness allows students to learn about important events in the 20th century while creating meaningful projects and making connections with their own lives.

For more information

Want to learn more about IWitness? See Teachinghistory.org's Website Review for more information.

Looking for more resources on the Holocaust? Teachinghistory.org has gathered website reviews, lesson plans, teaching strategies, and more on the Days of Remembrance of the Victims of the Holocaust spotlight page.

Resources for Memorial Day

Date Published
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Observed on the last Monday of May, our modern Memorial Day has its roots in two wars. In the late 19th century, "Decoration Day" honored the Civil War dead. After World War I, the holiday expanded to honor all citizens who died in service to the U.S. (though it would not become an official national holiday until 1971).

Ready to learn more about Memorial Day? Visit our Memorial Day spotlight page for teaching strategies, quizzes, website reviews, videos, and more on the history of the holiday. Listen to a presentation on dog tags, discover high school teacher James Percoco’s techniques for engaging students with monuments and memorials, or test your knowledge of the 54th Massachusetts, the Civil War regiment made famous in the film Glory. Other organizations also offer rich Memorial Day resources. Try visiting:

  • The U.S. Department of Veteran Affairs for the history of Memorial Day and associated traditions.
  • The Library of Congress for primary sources, including 19th- and early 20th-century newspaper articles on the holiday.
  • The Smithsonian National Museum of American History for online exhibits on military history and the diary of a Civil War nurse.
  • The National Park Service for information on historic battlefields, cemeteries, monuments and memorials, and other sites related to military history. Check out lesson plans on teaching with historic places, too.
  • The White House for presidential proclamations from past Memorial Days.
  • EDSITEment for lesson plans on U.S. military history (click "War and Foreign Policy" under "Themes"), including a lesson on the Massachusetts 54th Regiment.
  • The Gilder Lehrman Institute of American History for a special issue of History Now, "Perspectives on America’s Wars," and essays and primary sources related to Memorial Day.
  • PBS for video clips related to Memorial Day and military history, including on spouses and parents of fallen soldiers.
For more information

Explore all of our spotlight pages for holiday and heritage teaching materials. Spotlight pages are available all year, and constantly updated!

Organizing History Through Images

Teaser

In this lesson, students will organize photographs both chronologically and conceptually in order to construct a narrative of the Holocaust.

lesson_image
Description

Students organize photographs from the U.S. Holocaust Museum both chronologically and conceptually in order to construct a narrative of the Holocaust.

Article Body

In this lesson, students organize photographs in order to tell the story of the Holocaust and construct an evidentiary narrative that makes sense to them. The lesson does not include any “correct” ordering or organization of the photographs and instead encourages students to experiment with organizing them both chronologically and thematically.

This lesson also guides students through the process of revising conclusions based on the discovery of additional historical evidence. Students are given a definition of the Holocaust and asked to consider or revise the definition with each new photograph in order to illustrate how historical narratives change depending on the available evidence.

Reading and analyzing primary texts can often be a daunting task for students who struggle with basic literacy skills. However, because this lesson presents historical data in the form of photographs, it is an excellent way to provide all students with access to the historical process, and to support historical thinking with struggling readers or English language learners.

For more advanced or older students, the supplementary activity asks students to read and incorporate brief testimonies of survivors into their definition of the Holocaust.

Topic
The Holocaust
Time Estimate
2 Class Sessions
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The lesson requires students to “read” photographs and write a detailed “definition” of the Holocaust.

Rubric_Content_Read_Write

Yes
Captions and dates for each photograph are included in the lesson. There are additional background materials available.

Rubric_Analytical_Construct_Interpretations

Yes
Students construct an interpretation of the Holocaust using photographs.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Students closely “read” photographs and accompanying source information.

Rubric_Scaffolding_Appropriate

Yes
Some of the photographs are disturbing (as is to be expected given the lesson’s topic).

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
A student worksheet guides students through the process of analyzing each photograph and helps them focus on relevant details.

Rubric_Structure_Assessment

Yes
Some general strategies for assessment are provided. Teachers will want to determine and communicate their criteria for assessment.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes