Hoyt History Corner

Friday, July 20, 2007

Eric Langhorst and Teaching with Technology

Yesterday after eating a fantastic meal at Arthur Bryant's we made a sojourn to Liberty, MO to see a very technology minded young teacher, Eric Langhorst. Eric uses a variety of different technologies to inspire and teach the students of South Valley Junior High, grades 8 and 9 only. From web pages to blogs and everything in between, if there is a technology out there that might be useful to students in the classroom Eric has tried or has it. Of all the technologies presented yesterday I was most impressed with two things, digital videos and Flickr toys. The marriage of video, audio, with Photostory and Windows Movie Maker in the classroom impressed me greatly. The productions his students had produced were amazing and highly engaging. Additionally, my introduction to Flickr toys was exciting and eye-opening. The possible uses for this web-site in the classroom are many. I thoroughly enjoyed the time we spent at the technologically advance school and classroom of Eric Langhorst.

History in a Box: Gilder Lehrman Institute

Where shall I begin? There are so many possibilities for Gilder Lehrman's, "History in a Box." While looking through the photographs I could have my students compare and contrast the Lincoln photos of 1860 and 1863, wow how he aged. Additionally, characteristic photo analyses of other photos could be accomplished with students in the classroom. In addition to photos the book offers many documents with explanations that can be used for document analysis within the context of the time and situation. For example, the students could be given a period copy of the Emancipation Proclamation along with the transcribed version of the document for students to critically analyze. And this same process could be done for any number of documents with the book. And then there are the songs on the CD. Having the students read, sing, and critique the songs from the time period though nerdy can be quite fun for the students. And with the Gilder Lehrman putting the lyrics and musical performance on the CD makes the experience much more enjoyable and real. The fact that much of the materials are found not only in paper and text form, but also the CD makes it easier for the classroom teacher to make copies readily available to the students of your classroom. This is an amazing product.

Wednesday, July 18, 2007

Harlem Renaissance: Countee Cullen

Countee Cullen the highly educated sexually perplexed poet laureate of the Harlem Renaissance who made an “Incident” into poetry started his life in a fog. Cullen Porter was born somewhere in the Eastern half of the United States in 1903. He was summarily abandoned by his birth mother and was raised by his paternal grandmother in New York City. He was eventually adopted by one of the most powerful black ministers in the city and was given his final last name of Cullen. Cullen began writing at a young age and received critical acclaim almost as soon as he started. He attended the prestigious DeWitt Clinton High School in New York as he honed his poetic skills. After graduation Countee enrolled at New York University where his literary status began to shine, publishing poetry in magazines such as Opportunity and The Crisis. Upon receiving his MA from Harvard University Cullen returned to Harlem with a trunk full of literary credentials.

Cullen had no problems finding work. The undisputed leaders of black America both pegged Cullen as a rising star. One leader who shared much of his ideology W.E.B. Du Bois, found him so appealing that he accepted the marriage proposal of Cullen to his one and only daughter, Nina Yolanda. Even though the rumors were flying that Cullen preferred the private company of boys over girls the planning began in earnest. The wedding was the event of the year and thousands turned out to catch a glimpse of the boy who like boys marrying a girl. The marriage was doomed and became embarrassingly evident when Countee left for Europe after the abrupt honeymoon with a male friend Harold Jackman. The rumors began to spread and the marriage ended before the first anniversary.

As bad as the marriage Cullen’s writing was never affected. As before he continued to write and play editor to books of poetry. Among his more famous work was the “Incident” which describes a racial incident in a very unassuming manner. Cullen was not afraid of controversy, (I guess his marriage is evidence of that), his poem “The Black Christ” Cullen describes Jesus as black, a concept not readily acceptable to lily white society of the time. His major contribution to the Harlem Renaissance might be summed up in the word, challenge. He pushed the barriers of given society and caused many to think differently of its black citizens and for those same black citizens to think differently about themselves. Of his works many take this theme of challenge. His most famous work “Heritage” challenges many aspects of Black America and possibly the idea of "blackness" or what is it to be black. The poem takes him back to the ideology of Du Bois and the “Two Consciences” of Black America. The Poem seems to compare two black populations one of Africa and the other of America, one of the civilized, (if there is such a thing), and one of the uncivilized. He seems to be proud of the Africa he never visited while ashamed of the America he knows. A great poem that I shall leave you with but a sample:

One three centuries removed
From the scenes his fathers loved,
Spice grove, cinnamon tree,
What is Africa to me?

“Heritage” 1925

Cullen Photo from Library of Congress, American Memory section
Wedding Photo from the University of Massachusetts Library


Monday, July 16, 2007

Economics in US History

My economics lesson, (click on title to view), will be used for the the settlement period in US or Kansas History. The settlement period saw high prices due to short supply and high demand. Prices only leveled off when the amount of suppliers became more plentiful. This in turn caused the weeding out of businesses who were not creative or savvy enough to make it in a high supply average demand situation. These price fluctuations are most vividly seen during the Oregon Trail period with its extreme prices and later during the settlement period of early Kansas, during Territorial and early Statehood. More specifically the concepts of supply and demand will be applied. Additionally, the concepts of opportunity cost will be applied through the concept of the sale and sales description. I have used a lesson similar to this one in the past, but never quite like this. I am anticipating using this lesson in my classroom this up coming school year. I think the enthusiasm generated by the lesson will benefit my students understanding of economics within history.

Sunday, July 15, 2007

National Archives: Divisions with Personalities

Conducting research at State, Federal, or Presidential Archives is very different than research at the local library. The three archival sites that I have visited share certain commonalities. For instance they all hold many treasures that can be used within the classroom. For example, I love to share the random remarks scribbled down on the back of a speech by Clarina Irene Howard Nichols a woman’s equal rights advocate, abolitionist, and editor from the 1850’s found at the Kansas State Archives. The scribbling offers a hint at what lengths she was willing to go to obtain the rights of women. One of the remarks states something to the effect “If women get their rights I will leave the country.” While researching at the Eisenhower Library I found evidence of the impact that the Crisis at Central High School in Little Rock, Arkansas had on foreign relations. While at the Kansas City Archives I found a copy of the original transcript of the Brown v. BOE case heard in Topeka, Kansas. I also found that either the transcriptionist messed up or they never excused Shirley Mae Hodison. Was she under oath for the rest of her life?

Researching at these facilities though exciting in its own unique way must be done by the rules and procedures of the specific archives. And it is the rules and procedures that can be frustrating. For example at the Eisenhower Library you must be checked and rechecked over and over to make sure that you have not upset the order of the documents or disrupted them in anyway. And when you're ready to scan and/or copy you must be checked one last time. As for the Kansas City Archives the rules are a bit more relaxed with much less checking and scanning taking place as one sifts through the documents. As for copying at the Kansas State Archives I am not sure how they would handle a scanner. Their copying procedures are rather complex to say the least. However, as with anything the more you do it the more you become accustomed to the procedures and nuances.

With all the bi-polarization of rules is aggravating, but it is impossible to get around them and the reason for this is the basic system of archival record keeping. For example, the Kansas City Regional Archives will only take documents produced by the federal government and only within a certain defined region of the United Sates. Conversely, the Eisenhower Library contains documents produced and/or related to the professional and nonprofessional life of Dwight David Eisenhower. And this is the way of things. It is not done by chance but is a specific system of organization that allows researchers and the government officials to more easily identify where documents should either be stored or retrieved.

With all that said I should point out that the staffs at each facility are extremely helpful. Helping to narrow the search to that box or boxes that may hold that hidden treasure you have been looking for. Without the tireless work of these people our time at the archives would be one of deafening screams of frustration. Research is both exceedingly time consuming and exciting and I would not trade it for the world. That is my story and I am sticking to it.