The document provides an overview of how to use local primary sources to teach Common Core standards, highlighting the benefits of using local examples to engage students, and outlining strategies for teaching historical thinking skills like sourcing, contextualization, and corroboration through analysis of primary documents and images. The presentation also provides examples of lesson plans and resources that utilize local history and primary sources from libraries, archives, and museums.
This document summarizes an article that examines the experience of women from both sides of the political divide during and after the 1798 rebellion in Wexford, Ireland. It finds that women were both victims and onlookers to much of the violence, but were primarily activists who supported the rebel cause by traveling with, providing supplies to, and fighting alongside insurgent forces. The article aims to provide a more nuanced understanding of how political mobilization affected rural society and the long-term social and economic impacts of the rebellion on both men and women in the county. It contributes new perspectives on women's roles that go beyond traditional male-centered narratives of the conflict.
The Yale Historical Review Fall 2020 IssueYHRUploads
This document summarizes and critiques various theories about the identity and origins of the ancient Sherden people. The author argues that the Sherden likely emerged from northern Egypt's Delta region, rather than being foreign invaders or part of a larger Sea Peoples confederation as commonly believed. The paper reviews the evidence used to link the Sherden to places like Sardinia, the Aegean, and Syria. It aims to determine whether the Sherden had a distinct cultural identity or if their name was simply a label applied by Egyptians. Revealing the Sherden's identity could provide broader context about interconnectedness and interactions in the ancient Mediterranean world during the Late Bronze Age collapse.
Near and Not Lost -- The International Memorialization of the Czech Holocaust...YHRUploads
Olivia Noble's prize-winning essay, "Near and not Lost-- The International Memorialization of the Czech Holocaust Torahs" appears in the Fall 2020 edition of The Yale Historical Review.
This document summarizes the role and objectives of history teaching in Irish secondary schools between 1922 and 1970. It argues that history teaching was used by elite interest groups like the state and church to serve their own interests. Specifically, it was used to justify the state's existence and as an instrument of religious education. The content of history curricula promoted a particular view of Ireland's past as Gaelic, Catholic and nationalist. Key figures like Patrick Pearse, Michael Tiemey and Eoin MacNeill believed the Irish language and history were closely connected and that restoring knowledge of Irish history was important to countering the effects of British rule. When the Irish Free State was established, the new government and education system promoted this vision of Ireland
This document summarizes a research paper about the struggle between urban development and preserving pioneer cemeteries in Los Angeles County. It discusses two pioneer cemeteries, Evergreen Cemetery in Boyle Heights and El Monte Cemetery Pioneer Cemetery in Rosemead, that have faced encroachment from development. The document argues that pioneer cemeteries provide important cultural, social, and historic value as repositories of local history. They preserve the stories of ordinary citizens who contributed to the development of Los Angeles but have been excluded from the historical record. The document asserts that urban planning should strive to balance development with preserving these cultural landscapes and the histories they represent.
This document outlines a project by the Imperial War Museums (IWM) called "Whose Remembrance" which aimed to highlight the involvement of peoples from the former British Empire in World War I and II. The project brought together historians, academics, community representatives and museum professionals. It included workshops to discuss how to better represent this neglected history in museums and make relevant collections more accessible. The research highlighted stories of colonial soldiers and civilians and their contributions to the wars. It provided lessons for other cultural institutions on collaborating with communities and representing diverse narratives.
Let's go on a bear hunt: special collections in the wild / Elaine Harringtondkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
Gazette_080715 Hispanics with Functional Diversity PanelOscar Ruiz
This summary provides the key details from the document in 3 sentences:
The document summarizes various events and articles in the Library of Congress staff newsletter, including a film about an Ethiopian girl dealing with poverty and illness, an event exploring disabilities and Hispanic cultural heritage, and details about the new concert season celebrating 90 years of performances at the Library. It also provides information about recording stories of World War II veterans and upcoming on-site events at the Library.
This document summarizes an article that examines the experience of women from both sides of the political divide during and after the 1798 rebellion in Wexford, Ireland. It finds that women were both victims and onlookers to much of the violence, but were primarily activists who supported the rebel cause by traveling with, providing supplies to, and fighting alongside insurgent forces. The article aims to provide a more nuanced understanding of how political mobilization affected rural society and the long-term social and economic impacts of the rebellion on both men and women in the county. It contributes new perspectives on women's roles that go beyond traditional male-centered narratives of the conflict.
The Yale Historical Review Fall 2020 IssueYHRUploads
This document summarizes and critiques various theories about the identity and origins of the ancient Sherden people. The author argues that the Sherden likely emerged from northern Egypt's Delta region, rather than being foreign invaders or part of a larger Sea Peoples confederation as commonly believed. The paper reviews the evidence used to link the Sherden to places like Sardinia, the Aegean, and Syria. It aims to determine whether the Sherden had a distinct cultural identity or if their name was simply a label applied by Egyptians. Revealing the Sherden's identity could provide broader context about interconnectedness and interactions in the ancient Mediterranean world during the Late Bronze Age collapse.
Near and Not Lost -- The International Memorialization of the Czech Holocaust...YHRUploads
Olivia Noble's prize-winning essay, "Near and not Lost-- The International Memorialization of the Czech Holocaust Torahs" appears in the Fall 2020 edition of The Yale Historical Review.
This document summarizes the role and objectives of history teaching in Irish secondary schools between 1922 and 1970. It argues that history teaching was used by elite interest groups like the state and church to serve their own interests. Specifically, it was used to justify the state's existence and as an instrument of religious education. The content of history curricula promoted a particular view of Ireland's past as Gaelic, Catholic and nationalist. Key figures like Patrick Pearse, Michael Tiemey and Eoin MacNeill believed the Irish language and history were closely connected and that restoring knowledge of Irish history was important to countering the effects of British rule. When the Irish Free State was established, the new government and education system promoted this vision of Ireland
This document summarizes a research paper about the struggle between urban development and preserving pioneer cemeteries in Los Angeles County. It discusses two pioneer cemeteries, Evergreen Cemetery in Boyle Heights and El Monte Cemetery Pioneer Cemetery in Rosemead, that have faced encroachment from development. The document argues that pioneer cemeteries provide important cultural, social, and historic value as repositories of local history. They preserve the stories of ordinary citizens who contributed to the development of Los Angeles but have been excluded from the historical record. The document asserts that urban planning should strive to balance development with preserving these cultural landscapes and the histories they represent.
This document outlines a project by the Imperial War Museums (IWM) called "Whose Remembrance" which aimed to highlight the involvement of peoples from the former British Empire in World War I and II. The project brought together historians, academics, community representatives and museum professionals. It included workshops to discuss how to better represent this neglected history in museums and make relevant collections more accessible. The research highlighted stories of colonial soldiers and civilians and their contributions to the wars. It provided lessons for other cultural institutions on collaborating with communities and representing diverse narratives.
Let's go on a bear hunt: special collections in the wild / Elaine Harringtondkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
Gazette_080715 Hispanics with Functional Diversity PanelOscar Ruiz
This summary provides the key details from the document in 3 sentences:
The document summarizes various events and articles in the Library of Congress staff newsletter, including a film about an Ethiopian girl dealing with poverty and illness, an event exploring disabilities and Hispanic cultural heritage, and details about the new concert season celebrating 90 years of performances at the Library. It also provides information about recording stories of World War II veterans and upcoming on-site events at the Library.
The document discusses different perspectives on what history is, ranging from Henry Ford's view that "history is more or less bunk" to Livy's perspective that "the study of history is the best medicine for a sick mind." It includes quotes from figures like Hegel and Gibbon that provide varying philosophies on the purpose and value of studying history. Overall, the document presents a brief overview of how history has been defined and approached from different viewpoints.
Using Primary Sources in the Social Studies Classroomlindsayoakes
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Masterclass Andrew Payne, 30 november 2012, FAROFARO
The document is a presentation from Andrew Payne at The National Archives about using archival documents in education. It discusses having students design a rebels' flag from the history of Caribbean slavery and encourages an inquiry-based approach. It also provides information about The National Archives' collections and education resources available, including online lessons, workshops, and professional development for teachers.
The neoclassical period the age of enlightenmenthma1
The Neoclassical Period, also known as the Age of Enlightenment, occurred between 1688-1798. It began as an intellectual movement that used reason to advance knowledge and reform science. Literature of this period questioned religion and emphasized reason, logic, and the individual. Satire was a common genre used to critique politics and society. Example works included Jonathan Swift's "A Modest Proposal" and Voltaire's "Micromégas," which used satire to comment on social issues in Ireland and Western culture, respectively.
Nevada Library Association Annual Conference NDNP carriegaxiola
This document summarizes a presentation given at the Nevada Library Association Conference about the Chronicling America project. It provides an overview of the project, explaining that it aims to digitize historical U.S. newspapers. Examples of Nevada newspapers that have been digitized through the project, ranging from 1863-1922, are shown. The document discusses how these digitized newspapers can be useful resources for scholars, genealogists, K-12 educators, lifelong learners and others. Specific examples are given for how the newspapers could support research, family history, teaching and casual browsing. The second part of the presentation was to demonstrate how to search the Chronicling America website and work with the digitized newspaper content.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement as well as hosting many events celebrating Chinese culture. The library is a vital community hub, with the local community raising $18,000 to keep it open on Saturdays when it is busiest. It also helps Chinese immigrants and their descendants maintain connections to China through its collections of newspapers and materials from different regions of China. The library plays an important role in preserving Chinese cultural traditions and heritage for locals of all ages.
Sally Meyer graduated from Christopher Newport University in 2015 with a degree in history. During her time at CNU, she completed internships at several museums where she developed educational guides and programs. This journal highlights her work creating a family guide during an internship at the DeWitt Wallace Decorative Arts Museum. It describes how Sally exemplified the mission of CNU's Public History Center by educating the public about history. The journal provides details about Sally's background and accomplishments since graduating from CNU.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement. The library hosts many events that celebrate Chinese culture and brings together people of all ages. The community has demonstrated unity by raising funds to keep the library open on Saturdays and demanding improvements and repairs over time. The library plays an important role in preserving Chinese cultural traditions and connecting immigrants to their roots.
This project aims to produce a collaborative archaeological study of Serpent Mound through both oral histories from the descendant Eastern Shawnee community and traditional archaeological methods. The project will update understandings of Serpent Mound by involving the Eastern Shawnee in archaeological work and creating a revamped museum and website to make information publicly accessible. The final products will better express the site's significance to both the public and Eastern Shawnee people.
This document provides background on the native peoples inhabiting the Americas at the time of European contact. It describes the diversity of tribes and their varying economic systems, including hunter-gatherers, fishers, hunters, and sedentary farmers. The most advanced civilizations were the Aztecs and Incas, who had empires resembling European feudal systems. However, native Americans lacked immunity to Eurasian diseases and technology like iron, putting them at a disadvantage against European invaders. While many natives were conquered, some tribes maintained power by playing European nations against each other or adopting European warfare tactics. Overall, European domination was uneven and contact did not erase all native culture and power.
This document provides an overview of a presentation by Michael Imhotep on whether African Americans should celebrate Black History Month. The presentation discusses the origins of Black History Month, how it was created by Dr. Carter G. Woodson to promote the scientific study of Black life and history. It seeks to dispel myths about Black History Month and make the study of African American history more relevant. It also honors important figures who have contributed to the field like Dr. David Imhotep and provides resources for further research.
This document provides guidance on teaching history effectively. It discusses the importance of helping students understand the purpose of learning history, making connections between personal history and larger narratives, developing curiosity through evidence-based inquiry, and engaging with topics they care about. The document also outlines six key concepts of historical thinking - establishing significance, using primary sources, identifying change over time, analyzing causes and consequences, understanding historical perspectives, and considering ethics.
The Phases of European History and the Nonexistence of th.docxgertrudebellgrove
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical .
The Phases of European History and the Nonexistence of th.docxgertrudebellgrove
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical ...
The document discusses the steps involved in requesting writing assistance from HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
This document summarizes a workshop for high school students about experiencing history through various mediums. The workshop covered topics like World War II propaganda posters, letter writing from the war, trying on authentic WWII uniforms, examining coins and stamps over time, preserving wedding dresses and other fabrics, listening to oral histories, and discussing the importance of preserving various artifacts and media for historical study. Students participated in activities like creating their own posters, dressing up in uniforms, interviewing partners, and providing hands-on access to artifacts in the library's collection. The goal was to bring history to life for students and teach them about the value of preservation.
The document discusses how the poems of Wilfred Owen and Jane Weir both depict suffering in similar ways through their portrayal of the damaging effects of war, though each poet uses their own individual style and perspective to convey their message. Both poems ask questions to make the reader think critically and employ literary techniques to emphasize important elements, with Owen writing from the viewpoint of a soldier and Weir focusing on one affected individual.
A Powerpoint for those interested in genealogy and family history - a "how to" get started and what to do and what to avoid to ensure the longevity and ease of access to your treasured heritage!
Native American History for the Social Studies ClassroomHeidi Bamford
This Powerpoint address specific aspects of Native or First Nations culture and historical events, primarily with a focus on the Haudenosaunee (Iroquois) or Six Nations of New York.
More Related Content
Similar to Local history resources and the common core
The document discusses different perspectives on what history is, ranging from Henry Ford's view that "history is more or less bunk" to Livy's perspective that "the study of history is the best medicine for a sick mind." It includes quotes from figures like Hegel and Gibbon that provide varying philosophies on the purpose and value of studying history. Overall, the document presents a brief overview of how history has been defined and approached from different viewpoints.
Using Primary Sources in the Social Studies Classroomlindsayoakes
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Masterclass Andrew Payne, 30 november 2012, FAROFARO
The document is a presentation from Andrew Payne at The National Archives about using archival documents in education. It discusses having students design a rebels' flag from the history of Caribbean slavery and encourages an inquiry-based approach. It also provides information about The National Archives' collections and education resources available, including online lessons, workshops, and professional development for teachers.
The neoclassical period the age of enlightenmenthma1
The Neoclassical Period, also known as the Age of Enlightenment, occurred between 1688-1798. It began as an intellectual movement that used reason to advance knowledge and reform science. Literature of this period questioned religion and emphasized reason, logic, and the individual. Satire was a common genre used to critique politics and society. Example works included Jonathan Swift's "A Modest Proposal" and Voltaire's "Micromégas," which used satire to comment on social issues in Ireland and Western culture, respectively.
Nevada Library Association Annual Conference NDNP carriegaxiola
This document summarizes a presentation given at the Nevada Library Association Conference about the Chronicling America project. It provides an overview of the project, explaining that it aims to digitize historical U.S. newspapers. Examples of Nevada newspapers that have been digitized through the project, ranging from 1863-1922, are shown. The document discusses how these digitized newspapers can be useful resources for scholars, genealogists, K-12 educators, lifelong learners and others. Specific examples are given for how the newspapers could support research, family history, teaching and casual browsing. The second part of the presentation was to demonstrate how to search the Chronicling America website and work with the digitized newspaper content.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement as well as hosting many events celebrating Chinese culture. The library is a vital community hub, with the local community raising $18,000 to keep it open on Saturdays when it is busiest. It also helps Chinese immigrants and their descendants maintain connections to China through its collections of newspapers and materials from different regions of China. The library plays an important role in preserving Chinese cultural traditions and heritage for locals of all ages.
Sally Meyer graduated from Christopher Newport University in 2015 with a degree in history. During her time at CNU, she completed internships at several museums where she developed educational guides and programs. This journal highlights her work creating a family guide during an internship at the DeWitt Wallace Decorative Arts Museum. It describes how Sally exemplified the mission of CNU's Public History Center by educating the public about history. The journal provides details about Sally's background and accomplishments since graduating from CNU.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement. The library hosts many events that celebrate Chinese culture and brings together people of all ages. The community has demonstrated unity by raising funds to keep the library open on Saturdays and demanding improvements and repairs over time. The library plays an important role in preserving Chinese cultural traditions and connecting immigrants to their roots.
This project aims to produce a collaborative archaeological study of Serpent Mound through both oral histories from the descendant Eastern Shawnee community and traditional archaeological methods. The project will update understandings of Serpent Mound by involving the Eastern Shawnee in archaeological work and creating a revamped museum and website to make information publicly accessible. The final products will better express the site's significance to both the public and Eastern Shawnee people.
This document provides background on the native peoples inhabiting the Americas at the time of European contact. It describes the diversity of tribes and their varying economic systems, including hunter-gatherers, fishers, hunters, and sedentary farmers. The most advanced civilizations were the Aztecs and Incas, who had empires resembling European feudal systems. However, native Americans lacked immunity to Eurasian diseases and technology like iron, putting them at a disadvantage against European invaders. While many natives were conquered, some tribes maintained power by playing European nations against each other or adopting European warfare tactics. Overall, European domination was uneven and contact did not erase all native culture and power.
This document provides an overview of a presentation by Michael Imhotep on whether African Americans should celebrate Black History Month. The presentation discusses the origins of Black History Month, how it was created by Dr. Carter G. Woodson to promote the scientific study of Black life and history. It seeks to dispel myths about Black History Month and make the study of African American history more relevant. It also honors important figures who have contributed to the field like Dr. David Imhotep and provides resources for further research.
This document provides guidance on teaching history effectively. It discusses the importance of helping students understand the purpose of learning history, making connections between personal history and larger narratives, developing curiosity through evidence-based inquiry, and engaging with topics they care about. The document also outlines six key concepts of historical thinking - establishing significance, using primary sources, identifying change over time, analyzing causes and consequences, understanding historical perspectives, and considering ethics.
The Phases of European History and the Nonexistence of th.docxgertrudebellgrove
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical .
The Phases of European History and the Nonexistence of th.docxgertrudebellgrove
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical ...
The document discusses the steps involved in requesting writing assistance from HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
This document summarizes a workshop for high school students about experiencing history through various mediums. The workshop covered topics like World War II propaganda posters, letter writing from the war, trying on authentic WWII uniforms, examining coins and stamps over time, preserving wedding dresses and other fabrics, listening to oral histories, and discussing the importance of preserving various artifacts and media for historical study. Students participated in activities like creating their own posters, dressing up in uniforms, interviewing partners, and providing hands-on access to artifacts in the library's collection. The goal was to bring history to life for students and teach them about the value of preservation.
The document discusses how the poems of Wilfred Owen and Jane Weir both depict suffering in similar ways through their portrayal of the damaging effects of war, though each poet uses their own individual style and perspective to convey their message. Both poems ask questions to make the reader think critically and employ literary techniques to emphasize important elements, with Owen writing from the viewpoint of a soldier and Weir focusing on one affected individual.
Similar to Local history resources and the common core (20)
A Powerpoint for those interested in genealogy and family history - a "how to" get started and what to do and what to avoid to ensure the longevity and ease of access to your treasured heritage!
Native American History for the Social Studies ClassroomHeidi Bamford
This Powerpoint address specific aspects of Native or First Nations culture and historical events, primarily with a focus on the Haudenosaunee (Iroquois) or Six Nations of New York.
Immigrants and Immigration in Social Studies LearningHeidi Bamford
This Powerpoint presents "big picture" questions and related lesson ideas and primary and secondary sources for various grade levels about immigration and its impact on American History.
From Enslavement to Freedom: Resources for Teaching the African American Expe...Heidi Bamford
This Powerpoint contains many active links and images that can be used to present a general or specific perspective on the African American experience, focusing particularly on New York. While local history resources are identified, there are many national and regional resources included to make this adaptable for any classroom.
Thematic unit on african american historyHeidi Bamford
This is designed for teachers, elementary through high school, to guide them in developing lessons that address issues of immigration (and subtopics of women, children, reform and regulation, racism, and 19th century change). The unit provides "big picture" questions, information about online and published resources, links to sites and more. Suggested lesson activities are also included.
This document discusses women's history in Western New York and strategies for researching and promoting it. It outlines reasons to study women's history, such as honoring struggles and accomplishments. It provides examples of notable local women and suggestions for locating information on others through archives, libraries, historical societies and more. The document emphasizes that women's histories can be found in unusual sources and conveyed through diverse genres like diaries, oral histories and memoirs. It concludes with recommendations for sharing women's stories through exhibits, publications, awards and other activities.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. Local History
Resources and the
Common Core
Presented by Heidi Bamford, Regional
Archivist for the Documentary Heritage
Program in Western New York
1
2. Why Use Local Primary Sources?
• Students are often unaware of their own
communities’ connections to the past
• Students are intrigued with, and are more likely to
absorb contextual knowledge when using local
examples.
• Local primary sources are often less costly
alternatives to textbooks and commercially
prepared primary source sets
• Creating lessons using local primary sources will
create a robust local “bank” of teaching tools and
experiences that can be shared among educators
2
Who is Peter Grimm?
7. Primary Sources as Teaching Tools
for Building Thinking Skills
• Primary Sources should not be inaccessible to
students – they afford a choice and offer
opportunities to evaluate information (Sourcing)
• Primary Sources should not be presented as discrete
items to students – they are building blocks that help
students gain greater understanding of connections
past and present (Contextualization)
• Primary sources should not be “end points” or “the
answer” in a lesson - they should promote deeper
questioning from a variety of sources(Corroboration)
o Stanford History Group: Reading Like a Historian:
http://sheg.stanford.edu/intro-materials
7
8. Sourcing Skills
• Create a classroom environment of investigation,
including open and equitable discussion and
exchange of ideas, encouraging students to read
primary sources in a methodical and thoughtful
way.
• Primary sources should be used as points for further
questioning and inquiry
o Who wrote this? POV?
o Why was it written? Audience?
o When was it written? Firsthand or secondhand?
Example: What has been the impact of the human footprint on
Niagara Falls?
8
16. Contextualization Skills
• Plan classroom learning that will assist students in
gaining greater contextual knowledge so they can
engage in skilled inquiry activities (thinking like
historians).
• Primary sources should not be used to simply provide
information to students, but should be incorporated
in lessons to help reconstruct social and historical
contexts in which they come from.
• What else was going on when the source was created?
• What was different then from now?
• What was life like at that time?
Example: Women in WWII - The Grimm family
16
17. 17
“It's Our Fight Too!”
ca. 1942-1945
The U.S. Government
published posters like
this one to motivate
women to work in
defense jobs.
National Archives,
Records of the War
Production Board
18. 18
In "'Rosie the Riveter:'
Real Women Workers in
World War II," Library of
Congress women's
studies specialist
Sheridan Harvey
explores the evolution of
"Rosie the Riveter" and
discusses the lives of real
women workers during
World War II.
19. Buffalo, New York. Mrs. Grimm, a
twenty-six year old widow with six
children who is a crane operator at Pratt
and Letchworth (note the PL on her
uniform), makers of castings used for
ships, tanks, etc.
Digital ID: (digital file from intermediary
roll film) fsa 8d18628
http://hdl.loc.gov/loc.pnp/fsa.8d18628
Reproduction Number: LC-USW3-
028212-D (b&w film neg.)
Repository: Library of Congress Prints
and Photographs Division Washington,
D.C. 20540
http://hdl.loc.gov/loc.pnp/pp.print
23. Corroboration or
Cross-Checking Skills
• Move students towards independent thinking
through reflection on what they are discovering.
• Provide students with opportunities to
independently search for, identify and select
primary sources when attempting to construct a
better understanding of the past.
o What do other pieces of evidence say?
o Does the source confirm or contradict other sources?
o Where else can I find this kind of information?**
Example: Who was responsible for the tragedy at
Andersonville?
23
24. 24
The rations consisted of corn-meal,
bacon, fresh beef, peas, rice, salt and
sorghum molasses. The corn-meal was
unbolted, some of it ground with the
cob, and often filled with sand and
gravel. Much of it had apparently been
put up while warm, and had become
sour and musty either during
transportation or while in store. The
bacon was lean, yellow, very salt and
maggoty; it had been brought to us
unpacked, and was covered with dirt
and cinders; it was so soft with rust
that it could easily be pulled in pieces
with the fingers. The beef was
slaughtered near the prison, to which it
was brought and thrown down in a pile
in the north cook-house, where it lay
until it was issued to the prisoners.
Here, in the hot climate, it was soon
infested with flies and maggots, and
rapidly changed into a greenish color…
25. 25
Andersonville Prison.
Testimony of Dr. Isaiah H. White, Late Surgeon Confederate States Army, As
To The Treatment of Prisoners There.
Southern Historical Society Papers.
Vol. XVII. Richmond, Va., January-December. 1889.
[Richmond Times, August 7, 1890,]
In refutation of the charge that prisoners were starved, let it be noted that the
Confederate Congress in May, 1861, passed a bill providing that the rations
furnished to prisoners of war should be the same in quantity and quality as
those issued to the enlisted men in the army of the Confederacy……
"It is a well-known fact," said Dr. White, "that the Confederate authorities used
every means in their power to secure the exchange of prisoners, but it was the
policy of the United States Government to prevent it, as is well shown by a letter of
General Grant to General Butler, dated August the 18th, 1864, in which he said:
'It is hard on our men held in Southern prisons not to exchange them, but it is
humanity to those left in the ranks to fight our battles. Every man released on
parole or otherwise, becomes an active soldier against us at once, either directly or
indirectly. If we commence a system of exchange which liberates all prisoners
taken, we will have to fight on until the whole South is exterminated. If we hold
those caught they amount to no more than dead men….
26. 26
I will now give a description of the rations, what they were, and how
prepared; and will say, before commencing, that if we had been swine we
might have done right smart well at times, I reckon. As we were not, it
was pretty tough learning how to eat fat, rotten, maggoty bacon, corn
meal, ground cob and all, so that in sifting it, it would sift out nearly one-
half, and about once a week they undertook to issue fresh beef, and in
almost every instance it would be fly-blown before we could get it, so
you can judge of the scent it produced. The cook house parties tried to
cook for one-half of the prisoners one day and the other the next
alternating, and I will inform you how they succeeded. The corn bread
was in all manners of shapes, half-baked, burned, fresh without salt, and
again so salt that we could hardly eat it; and when we did not get bread
we received meal mush; that is poor cooked ration….
An Andersonville Prisoner’s Experience.
From the Elmira Advertiser.
Tioga, Tioga Co., Pa., Jan. 27, 1876
http://law2.umkc.edu/faculty/projects/ftrials/wirz/biblio.htm
27. 27
New York Heritage a constantly growing and changing
research portal for students, educators, historians,
genealogists, and anyone else interested in the Empire
State’s history. This site brings together open access
digital collections from libraries, museums and archives
from all over the state. It provides a gateway to nearly
200 distinct digital collections that reflect New York
State’s long history.
*Project of the NY3Rs
28. Locating Local History at…
• Finding Primary Sources at the Library of Congress (online video
module)
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/fin
ding.html
• Finding Primary Sources at the National Archives
http://www.archives.gov/education/research/primary-sources.html
• Repositories of Primary Sources (US, Canada and worldwide directory)
http://www.uiweb.uidaho.edu/special-
collections/Other.Repositories.html
• Resources from Outside the Library of Congress
• Historical Documents Online from the Cardinal Cushing Library at
Emmanuel College
• Library and Archival Exhibitions on the Web
• New York State Archives
• Western New York Heritage magazine
28
30. Analyzing Primary Sources
30
• Teacher Guides, Student Observation Worksheets from the Library of Congress:
http://www.loc.gov/teachers/usingprimarysources/guides.html
• Analysis Worksheets from the National Archives (multiple types of formats):
http://www.archives.gov/nae/education/tool-box.html
• Historical Thinking Posters (Analysis Guides) from the Stanford History Education
Group http://sheg.stanford.edu/intro-materials
• Analyzing Photographs and Prints at the Library of Congress: (online video module)
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/photographsandp
rints.html
• Analyzing Maps at the Library of Congress (online video module)
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/maps.html
• Activity Modules Using Documents from the National Archives:
http://docsteach.org/tools
32. 32
Lesson Plans
Library of Congress
Classroom Materials: http://www.loc.gov/teachers/classroommaterials/
National Archives
http://www.archives.gov/education/lessons/
Smithsonian Institution History Explorer
http://historyexplorer.si.edu/home/
Stanford History Education Group
US History: http://sheg.stanford.edu/us
World History: http://sheg.stanford.edu/world
http://www.loc.gov/teachers/
33. Example 1: A Lesson/Unit on:
• World War II: Can be integrated with Library
of Congress “Themed Resources” including The
Great Depression and, Wars and the Homefront
and; with “Presentations and Activities,” including
On the Homefront
WWII Unit Plan (Teacher Guide with connections to Common
Core)
WWII Resource Organizer (Library of Congress format)
33
34. 34
A. Key Ideas and Details
1. Students can ask and answer questions about key details in a
text. At a higher level, they can refer to these details when
drawing inferences about explicit meaning in text.
a. 1936 - FDR addresses to crowds and factory workers in
Buffalo and Niagara Falls (typed speeches)
• What are two purposes given for the construction of the
federal buildings in Buffalo?
• What does the word “dole” mean?
b. Man on the Street Interviews (audio and transcript
available)
What factors may account for the difference of opinion?
What evidence is presented to support each interviewee's
viewpoint?
How convincing are the arguments
presented to defend a particular perspective?
35. 35
A. Key Ideas and Details
2. Students can identify the main topic or idea in a text. At higher
levels, they can explain how key details support the main ideas.
a. “I Hate War Speech”
i. Identify causes of war described by FDR
b. Images of Women Working in Factories (recruitment)
i. What details in the images reflect the tone/message of the slogans
of the period?
FDR “I Hate War” Speech is audio and transcribed:
http://www.youtube.com/watch?v=ZjbsiPUO3kA
http://www.presidency.ucsb.edu/ws/?pid=15097
36. 36
A. Key Ideas and Details
1. Students can identify basic similarities between two texts on the same topic. At
higher levels, they can compare and contrast the most important points in two or
more texts, and can write or speak about the subject with knowledge.
a. Man on the Street Interviews
i. Ask students what the interviewees had in common (surprise at Japanese
attack; that US should fight as the Japanese do; Blame is on Japanese
government, not the people, etc.)
b. OWI images of women at work
i. Compare the two photos of C. Wrazen – what additional details/context in
one image help in your understanding of what is happening? How do
captions help? What don’t they include?
Title: Buffalo, New York. Cecelia Wrazen, a roller, inserting tubes into condensers for the Navy at the Ross Heater
plant
Creator(s): Collins, Marjory, 1912-1985, photographer
Date Created/Published: 1943 May.
Reproduction Number: LC-USW3-023889-D
Digital id: fsa.8d16972
Library of Congress Collection: Farm Security Administration/Office of War Information Black-and-White Negatives
http://www.loc.gov/pictures/item/owi2001025148/PP/
37. 37
Example 2: A Lesson/Unit on Immigration (can be
integrated with Library of Congress “Themed Resources” including Asian Pacific
Americans, Hispanic Americans, Immigration, and, Labor; and with Library of
Congress Presentations and Activities including The Industrial Revolution, The Great
American Potluck, Immigration and, Interviews with Today’s Immigrants)
Immigrants and Immigration in the Classroom (PowerPoint)
Lessons for Teaching Immigration
Outline and Resources for Immigrant History
Rose Sarosa, Room 42, 62 Main St., Buffalo, N.Y. 13 years old
last summer. Sarah, 9 years old last summer. Jo, 6 years old last
summer. Worked in Albion Canning Factory on beans and
tomatoes. When they worked all day, the three earned $1.50,
paid 8 cents an hour for all time, including over time. Rosa and
Sarah worked up to 10 P.M. sometimes last summer (a poor one)
other years until midnight. Rosa worked in factory. Sarah and Jo
in sheds part of the time. Went out to Albion last of May and
came back middle of November, losing nearly 15 weeks of
school time. Location: Buffalo, New York (State)
*Image and text from Lewis Hines Collection at Library of
Congress: http://www.loc.gov/pictures/item/ncl2004001960/PP/
38. 38
Essential questions:
1. What is “The American Dream?”
2. Why does the introduction of new technologies seem to
create both prosperity and poverty?
3. Why is it difficult for immigrants to become accepted in
society?
4. Has the “immigrant experience” been the same across
time and nations?
5. How can “diversity” and “unity” both be valued in
American culture?
Lesson Ideas:
1. Compare contrasting attitudes towards immigration,
past and present: benevolent versus authoritarian.
2. Use “The American Dream” lesson to identify different
perceptions of what it means to be “American,” as well
as to examine successive periods of significant
immigration.
3. Have students create “Community Heritage Sheets”
based on their own cultural traditions, foods, music,
dress, etc.
4. Use immigrant stories of past and present times to
describe “push” and “pull” elements of immigration
39. 39
Example 3: Lesson/Unit on Pioneers
and Early Settlement (Can be integrated
with Library of Congress “Themed Resources”, including
Advertising, Colonial and Early America, Geography and
Maps, Native Americans, Wars and the Homefront and,
Women’s History and; with Library of Congress
“Presentations and Activities” including The Branding of
America, Pages from Her Story, Thanksgiving, Women
Pioneers and, Zoom Into Maps)
Outline and Resources for Teaching
Pioneers and Early Settlement
Lessons for Teaching Pioneer History
Local History Resources for Early Settlers
and Advertising Lessons
40. Activity: Create a word wall or a pioneer
alphabet book using words encountered,
and add new words as unit progresses.
Make it creative! Maybe a small trunk in
which new words are placed, or are taped
to wall over the trunk; maybe a chain of
covered wagons made from construction
paper and placed around the wall, one with
each students’ name on it and words they
have uncovered
Common Core Connection: Teacher
pre-selects one or several excerpts
based on grade level, individual
reading levels, time allowed. Have
students work independently or in
pairs (or for younger students, teacher
reads to entire class) to read pre-
selected excerpts and ask them to:
Identify new vocabulary and guess
what it means (Craft & Structure)
Identify explicit meaning in text,
and use details to support this
(Key Ideas and Details)
40
41. 41
Example 4: Lesson/Unit on African American History
(Can be integrated with Library of Congress “Themed Resources” including
Abraham Lincoln, Baseball, Civil Rights, The Civil War, Political Cartoons and, Wars
and the Homefront and; with Library of Congress “Presentations and Activities”
including From Slavery to Civil Rights and Elections Non Shockwave)
From Enslavement to Freedom (Power Point)
Outline and Resources for African American History
Sample Lesson for Grade 5 Teaching of African American
History
Questions for Guided Reading of "Freedom Crossing"
Eastman House Collections and African American History
42. 42
Slavery, Abolition & the Underground Railroad
Essential questions:
Who freed the enslaved?
What were strategies employed by abolitionists to try to end enslavement of African Americans?
In what ways was enslavement in the American South different from enslavement in the American
North?
How did the Fugitive Slave Law of 1850 test the American legal and social systems?
What was the essential difference between enslavement and indentured servitude?
Guided Reading questions for the book Freedom Crossing by Margaret Goff Clark
Chapter 1
1.Where has Laura recently arrived from? Where had she lived before and why had she moved? (pp.1, 4)
2.Who is the “visitor” in the kitchen? Why is Laura upset about him? (p.5)
3.What was Laura’s memory of Joel? Was it good or bad or both? (pp. 6-8)
Activity: Utilize historical fiction to provide background knowledge and begin
Investigation into actual firsthand accounts and related documents of freedom
seekers and those who helped and hindered them. Take students on
“virtual tours” of various online exhibits from New York and elsewhere.
44. 44
• That’s It! Any Questions?
Thank you!
These videos ,linked below, demonstrate the use of the instructional resources
in classrooms.
Reading Like a Historian: Overview
Reading Like a Historian: Sourcing
Follow along as students study original documents to determine whether
the source is believable.
Reading Like a Historian: Contextualization
See how the teacher scaffolds learning as students develop their
understanding of context.
Reading Like a Historian: Corroboration
Students use books, documents, and images to determine reliability and
bias.
Editor's Notes
Critical thinking requires multiple sources and various ways to “answer” or interpret information.
Create a classroom environment of investigation, including open and equitable discussion and exchange of ideas that encourages students to read primary sources in a methodical and thoughtful way.
Primary sources should be used as points for further questioning and inquiry.
Human Footprint lesson #1 uses: http://www.earthday.org/footprint-calculator
- Get the students’ minds focused on the topic (discrepant event, picture, question, etc). You may also assess prior knowledge
- Explore: Provide students with a common experience; Teach the concept. Include interaction between teacher and students
Human Footprint lesson #2 (Ntl Geo) uses question: What connection can you make between patterns of human influence and geographic factors?
- Four factors were evaluated: population, travel routes, land use, and lights. While humans affect Earth in many ways, these four have the most immediate impact on wildlife and wild lands. Ask: Why do you think these four factors have the most immediate impact?
- Have students make a personal connection.Ask students to find their hometown. Ask: What color is it on the map? How great is the human impact?
Ca. 1755
Graphic organizers and similar tools for guiding student work
Students need to properly cite evidence
Use national templates and incorporate local content
Go to LOC “For Teachers” and click on “Classroom materials” for following examples:
World War II (Can be integrated with Library of Congress “Themed Resources” including The Great Depression and, Wars and the Homefront and; with “Presentations and Activities,” including On the Homefront)
WWII primary sources images (for classroom use)
WWIIWNYlesson (Teacher Guide with connections to Common Core)
WWIIWNYOrganizer (Library of Congress format)
Apply Common Core Guidelines for lesson planning, Standards k-5, ELA Literacy in Reading…
Lessons for Teaching Immigration – modified version of LOC “Down the Rabbit Hole” using local images
Culture – role of labor, ethnicity, race
Poor house lessons and common core connection -
Outline and resources – click and go to “Ox Cart Man” lesson from NYSHA