A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.
National History Day is a great way for students to conduct original historical research and present it in a variety of formats. There's a special prize for using Chronicling America newspaper content! We've also included a Vermont-specific example of newspaper research.
Lesson plan for learning about life in Vermont in the 1800s through the lens of historic newspapers on Chronicling America. Can be adapted for all ages and topics.
Workshop presentation to (public) librarians. Hosted by the Vermont Department of Library. Presented on April 17 at Midstate Regional Library in Berlin, VT.
Managing United States historic newspapers from the perspective of state projects.
Part of AIFIS/American Institute for Indonesian Studies 'Knowledge Management' Public Talk. Jakarta, Indonesia - November 2014
Common Assignment Essay Objective of this Assignment.docxdrandy1
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
National History Day is a great way for students to conduct original historical research and present it in a variety of formats. There's a special prize for using Chronicling America newspaper content! We've also included a Vermont-specific example of newspaper research.
Lesson plan for learning about life in Vermont in the 1800s through the lens of historic newspapers on Chronicling America. Can be adapted for all ages and topics.
Workshop presentation to (public) librarians. Hosted by the Vermont Department of Library. Presented on April 17 at Midstate Regional Library in Berlin, VT.
Managing United States historic newspapers from the perspective of state projects.
Part of AIFIS/American Institute for Indonesian Studies 'Knowledge Management' Public Talk. Jakarta, Indonesia - November 2014
Common Assignment Essay Objective of this Assignment.docxdrandy1
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Rev. 0319 General Education Common Graded Assignment His.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about the
topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they occurred,
and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and creative
works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians nee ...
Choose any building made before 1500 CE which either remains standin.docxnancy1113
Choose any building made before 1500 CE which either remains standing or whose construction and design are well understood––preferably in one of the civilizations we have considered in this course. Write a paper about your building, focusing on a set of important question (please do not try to answer each of the questions I pose below… take them, rather, as a guide for how to think about your paper topic):
Describe how your building was constructed—in terms of materials, engineering considerations, features of design, etc. What was its primary purpose? Did it serve other purposes as well? For how long a period was it used? What happened to it in later eras?
At least half of your paper should focus on the following questions
: How, precisely, does the building you’ve chosen reflect different aspects of the civilization that produced it? What does the building tell us about this earlier world—about the people; the technology; the economy; the ritual activities? What parts of the civilization does it seem to speak to most clearly?
You can choose a building with religious significance; with political significance; with social significance. Your building might be huge and complex, or it might be simple, but it must consist of built space that either provided living space, or space for the dead, or space for other human activities.
You must write your paper using one of the following voices
:
The building’s architect, explaining the design to the people who have commissioned the building.
A modern tour guide, leading a group around the building.
A preservationist, defending the building against plans to destroy it.
An alien reporting back your mother-ship.
More Ground Rules
You need to do some research about your building, and there is plenty of information on the web. Your sources need to be legitimate secondary-level sources. You can use “Wikipedia” or “Brittanica Online” to get initial information, but these sources are tertiary—at a third level of remove from the original facts. You should have at least
four
separate secondary level sources in your paper, ideally a combination of good books and journal articles and .edu/.org based websites. Those of you who have access to written texts are encouraged to explore libraries and their collections. Those of you who have limited access to written texts will need to make sure that your web-based resources are strong. You should include Google Books and JStor in your search for material.
Don’t waste our time with an extended introduction that describes general components and historical periods of the civilization involved in your paper.
Spend a paragraph or two describing your building with some good and careful precision—itemize the key details on which you will focus your subsequent discussion.
Support your general statements about your building and its civilization with precise observations and details.
Just for the record, understand that we are very good at sniffing out mat.
National History Day is an opportunity for students to delve into original historic research on a topic of their choosing. This year's theme is Exploration, Encounter, and Exchange. This document focuses on the use of historic American newspapers for National History Day research. Particular emphasis is on Vermont history topics and articles.
A presentation on how to use Chronicling America in classroom, geared toward school librarians and teachers. The presentation includes how to use Chronicling America and examples of different activities for students.
Presentation on how to use Chronicling America for genealogy research, including search strategies and examples, with an emphasis on the Vermont Digital Newspaper Project's resources.
Newspaper Digitization: Paper - Microfilm - Digital. Managing United States historic newspapers from the perspective of state projects. A presentation given in Bahasa Indonesia with accompanying slides in English at the Information Resource Center, US Embassy in Jakarta, February 2015.
A PowerPoint for a teacher workshop for elementary, middle school, and high school teachers by the Vermont Digital Newspaper Project. This PowerPoint includes activities and lesson ideas, as well as how to use Chronicling America.
Handout on how historical societies and museums can reuse and repurpose Chronicling America newspaper content for free through social media and other offline strategies, like exhibits and walking tours, to reach a variety of audiences.
Talks about the finer details of the National Digital Newspaper Program grant.
Part of a joint session with the Connecticut Digital Newspaper Project at NELA 2014 Annual Conference presentation on October 20, 2014 in Boxborough, MA.
A PowerPoint presentation on how to incorporate Chronicling America's historic newspapers into the classroom. Examples of resources available for teachers and examples of History Day Vermont-related content is given.
On Tuesday, August 12, 2014, VTDNP Project Librarian, Erenst Anip and Digital Support Specialist, Karyn Norwood went to Middlebury, VT to attend a meeting of the Cultural Heritage Professional Gathering (CHPG) at the Ilsley Public Library.
A short mini-lesson on how to use Chronicling America. There is an accompanying PowerPoint, downloadable here: http://library.uvm.edu/vtnp/?page_id=1904.
Powerpoint accompanying a television appearance on Chronicling America and the Vermont Digital Newspaper Project in the spring of 2014. As well, you can also view this episode, and the 131 past episodes, through the Rutland Historical Society’s webpage by visiting this page: Historically Speaking. Then, click on the highlighted link, “Rutland Community Access PEGTV’s On Demand.” Type in “Historically Speaking” in the search box, and the episode will be listed.
This brief eight slide presentation provides an overview of the VTDNP Advisory Committee and Title Selection processes. It was prepared by Birdie MacLennan and delivered by Tom McMurdo at the NDNP Annual Award Meeting in Washington, DC, August 29, 2011.
A presentation about the Vermont Digital Newspaper Project. We participated in a "Pechakucha" event at the UVM Fleming Museum on September 15, 2011. Pechakucha is a format where twenty seconds are alloted for twenty slides.
On April 27, 2011, VTDNP members Chris Kirby and Tom McMurdo joined the Boston Public Library's (BPL) Chrissy Watkins Rissmeyer for a joint presentation on the NDNP and the VTDNP at the Massachusetts Library Association conference. This talk was part of the BPL's efforts to inform interested parties and the public at large about their efforts to join the NDNP as a new state program.
VTDNP collaborators, Erenst Anip, Birdie MacLennan, Chris Kirby, and Tom McMurdo provide a brief project overview and present three topics to illustrate use of Chronicling America in finding different angles to interesting historical themes in Vermont newspapers of the 19th and early 20th centuries - alongside other states' newspapers covering similar themes or topics.
VTDNP Project Librarian, Erenst Anip, presented a paper that he co-authored with Jodie Mattos, "Bringing the past to the people: outreach efforts and value-added content for chronicling America in Hawaii and Vermont" at IFLA Newspapers Standing Committee Open Forum (Session 153) on August 20, 2013.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
History Detectives: Researching Local Historic Buildings Using Vermont Newspapers
1. History Detectives: Researching
Local Historic Buildings Using
Vermont Newspapers
LESSON FOR GRADES 6-8 (COULD BE TAILORED FOR GRADES 4-16)
STUDENTS WILL KNOW AND UNDERSTAND:
How historic newspaper content and other primary source materials can be used for local history research.
That historic newspapers are a valuable primary resource for history research.
How to conduct research on a historic building using historical methodology.
ESSENTIAL QUESTIONS:
How do primary sources, such as historic newspapers, provide clues to local history, architecture, and culture?
STANDARDS ADDRESSED:
Vermont Standards: Being a Historian:
6.6 Students use historical methodology to make interpretations
concerning history, change, and continuity. This is evident when
students: c. collect and use primary resources
Common Core: English Language Arts Standards (History/Social Studies)
Key Ideas and Details: CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and
secondary sources.
ACTIVITY:
Note: this activity could take up to several weeks, depending on the level of research intensity. If you wish students to
use Chronicling America for this activity, buildings should have been constructed before 1923, as the newspapers
digitized on Chronicling America date from 1836-1922.
Previous to this assignment, it would be helpful for students to be familiar with Chronicling America. Visit our “For
Educators” tab on our website (http://library.uvm.edu/vtnp/?page_id=1904) to download a mini-lesson and PowerPoint
on how to use Chronicling America.
1. For a warm-up activity, have students visit the Vermont Digital Newspaper Project’s Historic Architecture collection
on Pinterest (https://www.pinterest.com/vtdnp/vermont-historic-architecture/) or Flickr
(https://www.flickr.com/photos/vtdnp/sets/72157650108203907/). Have students explore the collection—by
clicking on the images or the link below each, it will take students to the Chronicling America page for each one.
Have students look at the articles—what do the articles or advertisements say about each building and its history?
Students could, alternatively, be assigned an image from the collection—have them read the article and pull out
facts about each building. Ask: How do the historic newspapers help with learning about old buildings and local
history?
2. Have students take a walk around your community (downtown or neighborhoods) and observe the surroundings:
streets, buildings, parks, town layout. All aspects of your town or city have been, for the most part, devised by
humans, by people in the past or present, to meet different needs of those in your community. Good prompting
questions: What kinds of things strike students? What buildings interest them? What places do they have a
relationship with? What buildings help define the community and the landscape (i.e., a historic church or town hall
New school in Barton, Vermont, from a 1908
newspaper article in the Orleans County Monitor.
2. building)? What are the names of the older buildings? Is there a year inscribed on the buildings? Are any named after
a particular person?
3. After the walking activity, students should come up with a list of notable older buildings in the community. An
alternative might be to contact in advance your local historical society and get a list from them of historic buildings
in the community.
4. Have students select a local building to research. Students could be split into groups or work individually on the
project.
5. Hand out the research checklist and detective worksheet (both attached to this lesson plan). The checklist shows
students different steps and resources for researching historic buildings in their communities. Have students follow
the steps in conducting research. The worksheet helps frame their research with prompting questions to shape the
story of the building.
6. Designate a presentation tool for showing student research—students could perhaps write a blog entry, make a
Google map tour of the town historic buildings, design a PowerPoint or Prezi, make a poster, and/or create a
brochure or walking tour of the community.
POTENTIAL RESEARCH TOPICS:
Library
Fire Station
Inn or Hotel
Masonic Lodge
Farm
Church
Hospital
School
Notable residences
Factory, mill, or other industry building
Building blocks
Businesses
Fort Drummer Cotton Mills in Brattleboro, Vermont, in an image from the Vermont Phoenix in 1911.
3. RESEARCHING A HISTORIC BUILDING CHECKLIST:
Just like when you research a historic person or a past event, you want to find out the story of your building. Check off each
section of this check list when you are done with the steps. Finishing each step will help you tell a more complete story.
1. _____PHYSICAL EVIDENCE: Take a clipboard, a notepad, your detective worksheet, and a camera out to your
building. Document the building as it stands today:
a. Record the street address and the name, if any, of the building. Record the year the building was built
(if visible or known).
b. Take a picture of the building. If possible, take a photo of every side of the building.
c. Write down some descriptive notes about the building. What does it look like? What might it be made of
(stone, brick, wood, metal)? What is the condition of the building (excellent, good, fair, poor)?
d. Can you tell what the building is being used for today? What about its use in the past?
2. _____SECONDARY SOURCE RESEARCH: Start your secondary source research. Use your detective worksheet
to help guide your search. Keep track of the building’s names or people associated with it.
a. Look through some local history books (if any available). Have your teacher or librarian help.
b. Try an internet search on a search engine (Google, Yahoo, etc.). Make sure to include your town name
and state. For example, if you’re looking for a library in Bradford, Vermont, type: “library Bradford,
Vermont”
c. Try an internet search on Google Books (http://books.google.com/). A lot of older books have been
digitized and are keyword-searchable!
3. _____PRIMARY SOURCE RESEARCH: Hopefully you’ve found some clues using secondary sources to get you
started on your primary source research! (You might find more primary sources than those listed below.)
a. Old photographs/postcards: Look through historic photographs or postcard collections at your local
historical society, library, or history museum. Visit the University of Vermont’s Landscape Change
website (http://www.uvm.edu/landscape/) to look at old photographs in your town. Ask an adult to
help with this! Sometimes you might find an old photograph of the building—compare it with your image
of the building today. What has changed? What is the same? Write down your findings.
b. Historic maps: Your local library or historical society will likely have old maps of your town. You might
also find them online by doing a search for “historic map + your town name.” When you are looking at
one, see if you can find your building. Old maps have a lot of important information in them, such as
who was living in the building at the time or what the building was being used for. If your building is not
on a particular map of your town, it is likely that it had not been built yet.
c. Chronicling America/historic newspapers: Go to Chronicling America
(http://chroniclingamerica.loc.gov). Go to the “Search Pages” tab. Make sure you have “Vermont” as
the state name. Try a few different searches that include the name of your building or what kind of
building it is and the town name. Remember, the search engine searches the historical text, so try not
to use modern terms! Here’s an example of a search for a library in Lyndonville, Vt:
You may need to try several different keyword searches—think of it as a Google search but with
historical language! Try the names of people associated with the building, too. With any luck, you will
find several articles on your building, perhaps from when it was built with an image.
d. Oral history interviews: An easy way to learn about a building in your town is by talking with people
who live in your community! Make sure you always have an adult with you when you do this. You’ll be
surprised by the stories and knowledge that others may have about an old building in your town. It
might be handy to have a notepad to jot down notes or a phone to record your interviews.
4. HISTORIC BUILDING DETECTIVE WORKSHEET NAME:
You have to be a history detective to track down a building’s history! You might not be able to find
all of these facts about your building, and that’s alright. Sometimes the documents just are not to
be found! Keep this sheet handy, though, as it will help you fill in the building’s history and its story
as much as possible.
WHAT IS THE STREET ADDRESS OF THE BUILDING?
WHEN WAS THE BUILDING BUILT?
WHO BUILT IT (this might not be known)? WHO FUNDED IT (often a building will be named after a person who spent
the money to have it built)?
WHAT DOES THE BUILDING LOOK LIKE TODAY? (Briefly describe it: how tall, what is it made of, does it have a porch
or a tower, etc.)
WHAT IS THE BUILDING USED FOR TODAY?
WHAT DID THE BUILDING LOOK LIKE BEFORE? (If you find an old photograph of this building, write down what it looks
like. If it looks the same as it does today, write that down.)
WHAT WAS THE BUILDING USED FOR BEFORE? (If it is still used for its original purpose, keep this blank.)
DID THE BUILDING HAVE ANY PREVIOUS NAMES? (Sometimes a building changed names over time—perhaps a new
business moved in or a building’s purpose changed from a home to a library.)
ARE THERE ANY PEOPLE ASSOCIATED WITH THE BUILDING? (For example: someone who the building was named
after, someone who lived in the building for a long time, or a person who had a business in the building.)
WHAT IS THE HISTORY OF THIS BUILDING? (Write down a timeline of the building’s history. This could include events
like: the building is built, a fire damages part of the building, a new business moves in, an addition is added, the
building is redeveloped, etc.)
RESOURCES USED: Make sure to write down all resources, like books and websites, you have looked at on the back of
this sheet! These should be included in your bibliography.