Why Documents Matter: Teaching "Mr. Lincoln's War"


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TAH Project Directors Presentation -
Professor Carol Berkin, 2007 Teacher of the Year Rosanne Lichatin, Professor Kelly Woestman, Ms. SAM Morgan;
Partnering with the Gilder Lehrman Institute of American History (http://www.gilderlehrman.org)

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  • Why Documents Matter: Teaching "Mr. Lincoln's War"

    1. 1. Why Documents Matter: Teaching “Mr. Lincoln’s War” TAH Project Directors Meeting 7 January 2009 New York, NY
    2. 5. Civil War Wives Carol Berkin Baruch College & The Graduate Center City University of New York, New York, NY
    3. 6. The Bridge Between the Historian and the American History Classroom Rosanne Lichatin West Morris Central H.S., Chester, NJ
    4. 7. The Value of Primary Sources <ul><li>When students “ do history ” they: </li></ul><ul><ul><li>Discover evidence </li></ul></ul><ul><ul><li>Ask relevant questions </li></ul></ul><ul><ul><li>Recognize the importance of individuals in history </li></ul></ul><ul><ul><li>Develop historical empathy </li></ul></ul><ul><ul><li>Acknowledge various points of view </li></ul></ul><ul><ul><li>Recognize bias </li></ul></ul>
    5. 8. A.D.A.P.T. <ul><li>A – Author </li></ul><ul><ul><li>Who created the document? </li></ul></ul><ul><li>D – Date </li></ul><ul><ul><li>When was the document created? </li></ul></ul><ul><li>A – Audience </li></ul><ul><ul><li>What was the intended audience for this document? </li></ul></ul><ul><li>P – Purpose </li></ul><ul><ul><li>Why was the document created? </li></ul></ul><ul><li>T – Tone </li></ul><ul><ul><li>What emotions are evident in the document? </li></ul></ul>
    6. 9. Working with Documents <ul><li>Teachers Frame the Lesson </li></ul><ul><li>Teachers Create an Essential Question </li></ul><ul><li>Teachers Select the Documents </li></ul><ul><li>Students Work with Documents </li></ul><ul><li>Students Create the Narrative </li></ul>
    7. 10. The Lesson <ul><li>Models </li></ul><ul><ul><li>Letters from Civil War Soldiers & their families </li></ul></ul><ul><ul><li>Print documents & images </li></ul></ul><ul><ul><li>Essential Question, Background, Questions for Students </li></ul></ul><ul><li>Contact Information: [email_address] </li></ul>
    8. 11. The “Drummer Boy”
    9. 12. A letter from Georgiana Tillotson to her father, George, serving in the 89th New York Infantry of the Union army . Elizabeth Tillotson with Georgiana (standing) and Lucy in 1862.
    10. 13. General Orders No. 1, issued January 2, 1863, conveyed the Emancipation Proclamation to the Union Army . Courtesy Gettysburg National Military Park. Second page of letter from Union officer John P. Jones to his wife in Illinois on October 3, 1862 . The Gilder Lehrman Collection.
    11. 14. A broadside recruiting African American soldiers for the Union Army. The Gilder Lehrman Collection .
    12. 15. “ To compel students to live within the past, to stand in the shoes of those who came before us, to flesh out and give human meaning to abstractions about democracy, freedom, liberty, and opportunity, to understand the past from the perspective of the men and women who experienced it can be a disturbing experience – but ultimately a rewarding experience.” Leon Litwack
    13. 16. Partnering with the Gilder Lehrman Institute of American History Kelly Woestman Pittsburg State University, Pittsburg, KS
    14. 17. What Did We Just See? Today’s Model
    15. 18. GLI Approach <ul><li>Historian </li></ul><ul><li>Education Specialist </li></ul><ul><ul><li>Primary Sources </li></ul></ul><ul><ul><li>Content-Specific Teaching Strategies </li></ul></ul><ul><li>Hands-On Collaboration </li></ul>
    16. 19. http://www.gilderlehrman.org
    17. 20. Free GLI Resources <ul><li>History Now </li></ul><ul><ul><li>http://www.historynow.org </li></ul></ul><ul><li>Primary Sources </li></ul><ul><li>Summer Seminars for Teachers </li></ul><ul><ul><li>Competitive application </li></ul></ul><ul><ul><li>TAH Grant partnership component </li></ul></ul>
    18. 21. Benefits of GLI TAH Partnerships <ul><li>Flexibility; Flexibility; Flexibility </li></ul><ul><li>Instead of canned presentations, their staff will tailor your seminar experiences (generally1-3 days) to your needs and teachers selected interests </li></ul><ul><ul><li>Broad and Narrow Offerings </li></ul></ul><ul><ul><li>Access to the best historians in the field </li></ul></ul>
    19. 22. GLI Partnership Benefits <ul><li>Plethora of primary source resources </li></ul><ul><li>Constantly producing new materials </li></ul><ul><li>Set of History in a Box for each year </li></ul>
    20. 23. GLI Partnership Benefits (cont’d) <ul><li>Priority placement in Summer Seminars in one of three choices teachers select </li></ul><ul><li>Work with your project leadership staff to design options that meet your needs </li></ul><ul><ul><li>Historian visit (1/2 day) </li></ul></ul><ul><ul><li>1-3 day intense seminars </li></ul></ul>
    21. 24. Bottom Line: It’s up to you what you want to select from the infinite resources of the Gilder Lehrman Institute
    22. 25. Benefits to Your TAH Project <ul><li>Teachers will go away feeling valued as professional colleagues </li></ul><ul><li>GLI staff takes your requests and your feedback VERY seriously </li></ul><ul><li>Accessibility of GLI staff </li></ul><ul><ul><li>in the office </li></ul></ul><ul><ul><li>on the road </li></ul></ul>
    23. 26. Benefits (cont’d) <ul><li>GLI staff has a diversity of expertise to share </li></ul><ul><ul><li>if you WANT suggestions of how to structure your grant partnership activities </li></ul></ul>
    24. 27. Lessons Learned: Our 4 GLI Partnerships <ul><li>Clarify up front </li></ul><ul><ul><li>your project’s logistical and financial responsibilities: </li></ul></ul><ul><ul><ul><li>site location and rental </li></ul></ul></ul><ul><ul><ul><li>lodging </li></ul></ul></ul><ul><ul><ul><li>food </li></ul></ul></ul><ul><ul><ul><li>transportation </li></ul></ul></ul>
    25. 28. Lessons Learned (cont’d) <ul><li>Be specific about whether a particular historian is your key objective </li></ul><ul><li>Or if the TOPIC is your key objective </li></ul><ul><li>Be Flexible </li></ul><ul><ul><li>Schedules are hard to coordinate </li></ul></ul><ul><ul><li>Proximity to airports, etc. </li></ul></ul>
    26. 29. Lessons Learned (cont’d) <ul><li>PLAN AHEAD </li></ul><ul><ul><li>We request historians a year or more ahead of time </li></ul></ul><ul><ul><ul><li>Especially important if you want some of the most “in demand” historians </li></ul></ul></ul><ul><li>Feel free to consult with GLI staff at any time throughout your partnership. </li></ul>
    27. 30. Why the Gilder Lehrman Institute? <ul><li>Established in 1994 </li></ul><ul><ul><ul><li>FREE resources and study opportunities for teachers </li></ul></ul></ul><ul><ul><ul><ul><li>BEFORE TAH GRANTS began </li></ul></ul></ul></ul><ul><li>Most importantly, GLI will be around AFTER TAH funding ends. </li></ul><ul><ul><ul><li>Web site will remain free </li></ul></ul></ul><ul><ul><ul><li>Online journal will continue to exist </li></ul></ul></ul>
    28. 31. Why GLI? (cont’d) <ul><li>Its expanding national and international footprint means that they provide unique opportunities and access that no other historical organization provides in quite the same way. </li></ul><ul><li>Its continuing involvement in the larger historical community is making an impact on engaging teachers as professional colleagues. </li></ul>
    29. 32. Why GLI ? (cont’d) <ul><li>GLI and its scholars and education coordinators will still be accessible when teachers have questions as they continue to explore the wider world of American history with their students </li></ul>