Gettysburg

One of the highlights of the day was meeting author Gabor Boritt and his dogs.  Mr. Boritt is a very pleasant person who took the time out of his day to visit with us and talk alittle about his book The Gettysburg Gospel.  He states that the Gettysburg Address did not become a famous speech until years later.  Mr. Boritt also discussed Mr.  Everett, the main speaker of the historical day and how he had overcome lack of sleep in order to give a 2 hour speech.

We also traveled the historic battlefield and saw homes where the bullets were still imbedded in the side of the house.  The museum was unique with a variety of videos for purchase on the battle.  The most impressive part for me was the bookstore.  I say this because there was a variety of books!  There were children’s books, historical readings, biographies, books on the people, books on the battle etc.  I found many book titles that I did not even know about. 

I am definately planning on using the Letters Home as primary sources in my classroom.  There was even a website where these letters can be found.  The pictures were incredible and they will also be quite useful in class.   

Lectures on the University of Penn Lectures

Today’s lectures were absolutely fabulous!  One topic presented to the class focused on Benjamin Franklin and slavery.  The professor did a wonderful job of presenting a brief biography on the Franklin and when and how Franklin becomes involved in the abolitionist movement.  One fact presented was that Franklin did indeed own slaves at one time and how he became involved in the abolitionist movement later in life.  One of the most interesting facts I remembered was that Mr. Franklin made quite a bit of money by running ads in his newpaper to catch runaway slaves and indentured servants.  The lecture left me with a better understanding about Franklin as a person and how his views changed over time.

The second lecture focused on African Americans in the Civil War.  Wow, what a fascinating topic!  I wrote down as much information as I could.  First the presenter described what he calls the Great American Slave Rebellion.  He stated that the slaves freed themselves and not Mr. Lincoln.  He lectured using a format where he presented 4 questions to the class and answered each one.  His primary sources were wonderful and can be incorporated into my classroom quite easily.  I am planning on using this information and some of the primary sources when we study the Emancipation Proclamation.  I will be presenting some type of group activity that will focus on the four questions he presented and how these individuals took an active role in their own emancipation. 

This afternoon we visited many sites.  We toured the Post Office Museum, Carpenter’s Hall, Elfreth’s Alley and the Graveyard where Benjamin Franklin and his family are buried.  There are several signers of Declaration of Independence buried there.  We also found the headstones of Dr. Benjamin Rush, Samuel Powel and his wife Elizabeth.  I also found a book calle the Lives of the Silent Stones.  This book profiles some of the famous people buried at Christ Church Burial Ground.  Mr. Powel served as Philadelphia’s mayor and was one of the leading families in Philadelphia society.  Mr. Powel died of yellow fever.  I am going to create a power point presentation with this information and the photographs we have so that my students will be able to “travel” the cemetary with me.  It’s nice to know how these specific people died and what their contributions were to Colonial America.

Philadelphia Art Museum- June 8th

The Philadelphia Museum of Art is a wonderful resource for primary sources.  There are several major paintings done on Colonial America.  There are several in particular that caught my eye. As a matter of fact I am seriously thinking of creating a whole lesson on “Artwork during the Colonial Era”  One of the most impressive pictures dealt with the death of a child to the yellow fever epidemic.  Wow!  That mother grieving beside her child almost made me cry.  There is a photo analysis page where the students have to describe what they see in the picture.  They also have to tell when the picture was produced etc.  This activity helps to develop critical thinking skills for the students without them even realizing what they are doing.  I think portraits and pictures can really tell you things about the time period.

The American Philosophical Society/Kent Atwater Musuem

Today we were at the Philosophical Museum and learned more about the life of Benjamin Franklin.  We learned about his romance with Deborah Read and his trip to England where he bought machines for a printing press.  We also learned about his involvement in the Abolition Movement.  This information tied in nicely with the next musuem we visited.  At the Kent Atwater Musuem the topic was on the Abolition Movement in Philadelphia.  We received a packet with some copies of some wonderful primary sources.  I will be able to keep this packet and create my own presentation using some of these sources. As I have spoken with Dr. Harris on this matter, the slavery issue isn’t presented as much as it should be so I am very excited to show my students the artifacts I have seen on slavery.  I am also interested in reading more on the subject.

Meeting with the Amish

Today we traveled to Lancaster County and had the opportunity to meet a ninety year old Amish Mennonite woman who gave us a bus tour as we traveled through an area where the Amish live.  We saw a presentation about some of the religious theology of both the Amish and how it differs from the Mennonite faith.  It is so impressive how these individuals focus on the good and well being of the entire community instead of on themselves.  They are some of the kindest and friendly people I have met on this trip.  We then had the opportunity to meet an Amish family and have a delicious meal.  It is such a unique and remarkable way of life.  These individuals are craftsmen and the crafts created by these women is quite remakable.  One of the most impressive values these people have is that they value work and see it as a positive thing.  Their craftsmanship and their homes definiately show the hardwork people put into their daily lives.  IMPRESSIVE!

I must admit that this specific field trip was extremely beneficial to me.  Seeing is believing.  I thought that the Amish were a small community out in the middle of nowhere.  It thought they were completely isolated from the outside world.  I was WRONG.  Their farms are right alongside other people.  It seems that the Amish are caught between two worlds.  Their world and the “modern” world.  It was such an experience to see the children helping their parents or playing.  It reinforces that poem by Shel Silverstein”…we’re all the same.”

I have never used the Amish in my American history class but as the ”tour guide” described the history of the Amish religion, I realized how significant this religion and culture would be with my unit on the 13 Colonies.  I plan to use the knowledge I have gained today to discuss with my students the religious persecution the Mennonites and Amish both experienced during the Reformation and how that in turn leads some of them to migrate to the 13 Colonies.  I am also planning on using this information when I discuss the imports and exports of each colony in Colonial America. 

National Convention Center

We had the opportunity to meet Carol Berkin.  Not only is she a wonderful speaker but she is also very kind.  Her perspective on the founding fathers is very entertaining.  I received alot of useful information from her and from Mr. Lesser.  They are very intune to the needs of teachers.

Carol Berkin creates a situation where the founding fathers come alive.  They become “real living human being.”  I plan to use the biographical information Ms. Berkin presented in her lecture to help my students gain a perspective on why each individual makes the decisions he did during the Convention.  A Who Am I Bingo game or activity would go wonderfully with this unit.

My greatest interest in this lecture came after one of the students asked about women during the Convention.  Women are difinately a minority somewhat left out of this part of history.  I think there should be more research on this topic.

The Crossing of the Delaware and Monmouth Battlefield

First of all, Happy Birthday to my son Joshua Blanton. (June 7th)  Love you my sonny boy! This will post probably tomorrow. He turned 16 today and I am sorry I could not be with him today but Josh you would have loved this field trip.

We began the field trip watching a presentation on the famous portrait of The Crossing of the Delaware.  We analyzed the historical accuracy of the portrait.  The guide states the portrait is meant to be inspirational.  This would be a great activity for students.  With the help of the teacher there were many things that could be learned.  An example: Washington’s men were an integrated group or that James Monroe was not with Washington during the crossing.  Plus the activity helps students appreciate the the beauty of the piece.

 The crossing actually takes place near McConkey’s to the crossing of the Delaware was interesting.  Looking at the river where Washington and his men looked like such a short distance to cross.  However, it took Washington and his 2,400 men 11 hours to cross.  The tour guide stated that the current made it very difficult for the men to paddle.  The men used Durham boats and a ferry to cross.

 

 

 

The tour focused on the reason this spot was chosen for the crossing and how it had been a transportation center and how and energy crisis at the time made it neccessary to find new means for transportation.  One of the most interesting parts of the tour was the tavern.  It is surprizing how dark the buildings were inside.

The trip to the Monmouth Battlefield was certainly an adventure.  It was VERY HOT and humid!  The good thing about experiencing that type of weather gave me a better understanding of the men on that battlefield.  59  British men died of heat exhaustion and I can understand why.  I imagine people get used to it but I can also see how difficult it would have been for those men.  

The book Yankee Doodle Boy could be used when studying the Battle.  Students could also make a modified version of the diagram we saw during the presentation.  I think students would gain some insight on the way the battlefield was set up by creating their own diagram with the some information from the teacher.

The final part which I find most interesting is the story of Molly Pitcher.  The story is made of of many myths or even a combination of stories.  The sad part is that women had many contributions to this Revolution and yet they are valued so little in this society that their names are not recorded. 

 

 

 

 

 

The

Franklin Institute/Golden Age of Pirates

The Franklin institute is really a find for teachers that like to incorporate science with history.  There was also a fantastic primary source on Benjamin Franklin in a book he wrote on a book he wrote in 1751.  We had the opportunity to hold money that was over 250 years old and printed by Franklin.  There were many wonderful artifacts taken out for us to personally view and hold.  We found a book on famous people and their tombstones for Delphine.  Pretty intersting!!  We also came across a beautiful Catholic Church called The Cathedral Basilica.  The artwork in that church was ABSOLUTELY BEAUTIFUL. It was dedicated in 1864 and Pope John Paul II visited it in 1979.  I was impressed by the whole experience.  The most exciting part of my day was when we returned to the institute and went through the pirates exhibit.  I was so pleased to see the artifacts used in the slave trade and to experience the sinking of a ship.  I have to admit the  presentation of the Bell during the exhibit was great.  I am so glad I went back

 

 

 

The Battle of Princeton and Princeton University

The day started out raining as we traveled to the Princeton battlefield.   It is a lovely area we visited the home of William Clarke.  The battle took place on the 250 acre farm of Mr. Clarke. 

 

One famous Revolutionary hero was a patriot named Hugh Mercer.  Mercer refused to surrender to the British and was bayoneted seven times.  He died in the home of Mr. Clarke nine days later.                    

 

 

 

 

 Another person mentioned throughout the day was John Stockton.  Stockton was one of the signers of the Declaration of Independence.  He later renounced signing the document after he had been captured.  This man would be a wonderful example for a critical thinking activity.  Students would be asked to analyze Benjamin Franklin’s quote. “We must all hang together or we will assurdly hang separately.”  Students would then have an example of a signer who had been captured by the British.  They could describe why they think Stockton renounced his signature.    One thing the American soldiers were not lacking was rum.  As the Americans were traveling they had been given some rum sprinkled with gunpowder.  Apparently,  the drink was supposed to make you agitated.  Later we traveled to Princeton University  where we learned about Nassau  and prominent members of Princeton.  The architecture of the buildings was amazing but the Chapel was absolutely breathtaking!  Then it was on our way to the home of Albert Einstein.  Einstein was a member of the Princeton faculty from 1933-1955.  What I found most impressive about this man was that children would sometimes stop at his home, knock on his door and ask him for help on their homework.   The final part of the journey ended at the cemetary where Aaron Burr and Grover Cleveland rest.  That was quite interesting!  However, I thought the most interesting part of the cemetary were the gravesites of some of the children.  One actually described the death of the young man.  It was an awesome day.

 

Journey through Valley Forge

Valley Forge was nothing like I had imagined.  The primary sources and artifacts were awesome.  Remember there is a place to go online to find that specific letter.  An excerpt can be used from the letter to use in a lesson on how to analyze a primary source.  The book called Yankee Doodle Boy is going to be used for some type of group activity.  I figure some of the excerpts will motivate the students to want to read more from the book.  Plus the website the musuem gave us may be useful.