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Our visit to the Brown v Board of Education Topeka National Historic Site was powerful and inspiring. Studying this subject in the classroom of the Monroe School allows us to delve deeply into the history and brings it effectively to life for us.

Experiencing this history with Clarence Lang and Shawn Leigh Alexander in the Monroe School classroom was amazing.

The files are too large to post here.I will send them by email.If you have not received them by July 30th please let me know so we make that happen,Ron

The museum was wonderful. I didn't get to see the entire building but the exhibits were very well done. His house was interesting.The library with it's orginal documents allowed me to read even the most minor to his attorney general's briefing to Eisenhower on the background of Brown in legal terms and in very factual terms. There were also some interesting documents from Hoover on communism and the civil rights movement. These sources got us out of the textbook and a look at the words of the people involved. Well worth the trip.

Here is a list of 23 summer programs available for teachers. Some are limited by states or grades taught, but most are open to all teachers. Many are free or pay a stipend although some require you to pay. I got this list in 2005 from a fellow participant at an NEH institute who took a class somewhere almost every summer; there are a lot available. I have updated the links for you.

What a great display in the old Monroe school. It is a beautiful building with superior tech displays. Great section on protest music as well.

Hi Cindi,

I wouldn't mind waiting to share shuttle expenses on Sunday. (I can't do it on Saturday morning.) If it's convenient, I could contact the service myself and ask if they could add me in. Which one will you be using?


I'll share this with my 8th grade teacher. The one point I would change in light of what we learned is that the World Trade Center Towers, while taller than than the Empire State Building, were constructed in a manner that made them far more susceptible to collapse. Even so, the fire seems to have been the key element

I was very impressed with the park and its facilities. More than I thought it would be. The government went all out in fixixing this old school. From the store I purchased posters, books, and videos that my students can appreciate. Professors Alexander and Lang presentation on W.E.B. Dubois and the NAACP views was information that was mind provoking. This information will surely be shared with tachers and students. Toady's afternoon session in which the class got a chance to exchange thoughts on the seminar was the best Gilder-Lehrman interaction to date. The notes that I wrote on their responses were priceless.

Here is my lesson plan which is directed at HS juniors. It primarily deals with the use of art to decipher Washington's leadership roles. Feel free to use and or change it as you wish.


I realize this is late but....I will be flying into Reagan on Delta arriving at about 2pm on the 29th. I have a car rented. I will be returning to Reagan on Sat the 4th for a 8:30 AM departure. Would be glad to help if any transportation needs arise.
Todd Sheldon
701-400-8410 texting is way better.

What a fantastic week. I was so impressed with this new facet of George Washington the Visionary Entreprenuer Farmer. I enjoyed myself the entire week, even when I didn't go swimming in the Potomac.
This lesson plan has to do with 18c. life. It includes research, reading and writing components. I hope you can use it.

As promised here are the scans of never before released letters from James Anderson, George Washington's plantation manager from 1796 until Martha Washington died. Hope you can use them for someting. Lesson plan coming next.

JSTOR article by Stanley on 13th Amendment:
Curriculum units from Teacher's Institutes
These units may be great for electives or to take parts of the teacher's research for your own background knowledge.

Channelling Ike: Uncovering Stephen Ambrose's fake Eisenhower Interviews

Fair Employment Practices Committee (FEPC)

National Archives Locations

one of the best resources you will find in almost all of the regional facilities (I can help you find out which regional facility contains records from your state) are the records of the Fair Employment Practices Commission - for example, here in Kansas we have some great primary source documents about the desegregation (or lack there of) the aircraft industry in Wichita during WWII. At one point, African Americans claimed that they lost their guard positions and were replaced by dogs.

Here's an example of the available files (You'll need to contact the NARA facility that holds these records to obtain copies - below is an example from Chicago that contains records from MN and IA)


Background info on FEPC:

Article from Ike Library:

Citing Records in the National Archives:

(above is the formal citation info - at the very least be sure to say "Courtesy of the Eisenhower Presidential Library" or "Courtesy of the National Archives"

Ike Files, The: Mementos of the Man and His Era From Eisenhower Presidential Library and Museum

Great easy to use source that highlights primary sources with easy-to-use historical context pieces

Here's a similar book from the National Archives in Kansas City that includes Brown v. Board as well as a picture of a German tarred and feathered during the WWI era.

Great Plains Originals

Frederick Douglass' letter to Harriet Tubman and Sojourner Truth's "Ain't I A Woman" speech may be interesting pieces of literature to analyze when examining women during the Civil War.

Gilder Lehrman Teaching Session Thursday Afternoon

Here are the materials I created for our session on Thursday afternoon. Please offer feedback and ideas for how to improve the lesson. Thank you!

Below are the links to the sources of the documents I used in the lesson:

Philadelphia Recruitment Poster

To the Youth of Alabama

Broadside recruiting African American Soldiers

Philadelphia recruiting poster for Veteran Men and Women

Harriet Jacobs: Selected Writings and Correspondence

Documenting the American South - UNC

The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition

If anyone is interested in completing an interdisciplinary unit on American slavery with an English/Literacy teacher in their school, the following historical fiction novels by Gary Paulsen may work well: NightJohn and Sarney. Another piece of literature to look at is The Crucible. Although this play is a fictional account of the Salem Witch Trials, it is always interesting to focus on the slave, Tituba, and her involvement in creating the mass hysteria of the time. Non fiction books on this topic are Incidents in the Life of a Slave Girl, by Harriet Jacobs, and To Be A Slave, by Julius Lester.

Fantastic opportunity to look through the primary sources at the Eisenhower library. Things I absolutely could not see anywhere else.

I looked all over google for it!! Thanks for the info..pfff! :)

Several years ago I took a break from I-70 to have lunch in Abilene, thought for a moment about moseying down to the Eisenhower Library and Museum, but thought, "Why bother?"

Glad I didn't make that mistake this time. Sooo much to see and learn there!

A gifted artist named Jacob Lawrence created a series of incredible paintings. One collection, completed in 1938, is entitled "Toussant L'Ouverture" and another, finished in 1977, is "The Legend of John Brown". After discussing these historical figures with your students, it may prove interesting to incorporate art into the curriculum by having the students examine and analyze several of the paintings in Jacob's series.

Really amazing day at the Eisenhower Library. Being able to search through documents from the presidential archives was something that I won't soon forget. One of my favorite parts was being able to review documents that were discussed in the Nichols book that we read for the seminar. It was also great to go through stacks and stacks of letters from Americans who shared their feelings on Eisenhower's decision to send troops into Central High School in Little Rock.

Another great and unique experience here in Kansas!

Ejoyed it. Got a chance to review a great deal of primary sources. Can.t imagine how ant President could have to read such hateful letters sent to them. Most thought they were best friends. I guess when you vote for them they are intitled to better treatment. can' wait for shool to begin so I can share these documents with students and staff.

I checked out The Library Company's digital resources and found a really interesting collection of Confederate Song Sheets. This link is to one titled "The Guerillas. A Southern War Song" from 1862 that references the Union's use of the slaves against the South.

This link for the entire collection of song sheets:

Enjoyed the experience as it was the first time I visited a presidential library. Gave me a better idea of what historians do to get their research hands on. Being able to have your hands on documents that went to the White House and president dealing with civil rights and especially integration of Little Rock High School was cool.

Today was another amazing day with Gilder-Lehrman. Shaun did a wonderful job getting the archives section set up for us. I have never had the opportunity to work with archives and this experience was so exciting for me. I wasn't looking for anything in particular when I started searching but found some really interesting material on an FBI exhibit called Opposing Forces and remarks by J. Edgar Hoover at an Eisenhower Cabinet meeting dealing with Civil Rights. The museum was very interesting but we had so little time there that I have decided I will have to go back. It was like a stroll through my childhood with the 50s. I was really moved by the chapel and the realization that the Supreme Allied Commander and President of the US was buried in the small town of Abilene. Looking forward to tomorrow and the trip to Topeka.

Here is a link to the website for the Library Company of Philadelphia's Civil War recruitment posters:

This is a link to the speech that Frederick Douglass gave in Scotland on whether the Constitution was Pro or Anti Slavery. This was mentioned by our guide on the Civil War tour of Philadelphia.


This format came from Dr. Scott Casper at UNR. He uses this process to learn the names of his students and to give every student a voice on the first day of class. He simply asks: What do you see? so that students can comment in a non threatening way on day one of class.


1. What do you see?
2. What does it mean?
3. What do we need to know to understand it? (start the research process)

Hi Amy,
Thanks for sending the link!
Yeah, I found a ton of shuttle services after doing some research. My flight arrives at John Wayne around 1PM, a little later than yours. I'd hate to have you wait around for me for an hour or more. I was actually going to contact one of the shuttle companies today and arrange a roundtrip service. I leave the following saturday VERY early in the morning.


I know a lot of people use "Eyes on the Prize", but I came across this video while student teaching and have used it every year in my classroom. It is a Disney Educational Video called "Ernest Green Story".

This is NOT the typical Disney movie. It presents the situation in Little Rock well and in a way the students can follow and question.

I do have a worksheet that students complete while watching the film for the 3 days and copies of primary source documents (from Eisenhower, Marshall, the army etc.) but that is at home. Email me if you want it.

- Kristen

Thanks for catching that! We've changed it.

Do you have the correct version of "Blinded by the Light"? It sounds like you included the version by
Manfred Mann's Earth Band and not Springsteen's recording of it.

The Street Law website has some ncredible resources for teaching major court cases like Dred Scott, Plessey, and Brown. They edit and scale down opinions of justices for students at various reading levels and provide great resources for teaching the cases.

I'm guessing that many of you already know of this resource, but if you don't, check out the Room For Debate link on the New York Times page. It's a great resource for argumentative writing and gaining wide perspective.

Here is an article about the Virginia textbook that contained an error about blacks fighting for the Confederacy:

Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in history books as they were the powerful, educated leaders of the country. Women, on the other hand, rarely had opportunities to tell their stories.

Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the nineteenth century.

Students will be able to:

draw conclusions by analyzing primary source materials;
write a persuasive letter.

"You Be the Historian" can be an excellent springboard for class discussion about primary and secondary sources and the historical process.

The "what about you?" sections of the activity encourage students to think about the study of history at a personal level. What can future historians learn about your students, your school, your class, etc. What evidence are you leaving behind?

The activity can also be used as an introduction (or supplemental material) to life in the late 1700s.

This Saturday will be the 143rd anniversary of the date in which Sec. of State Seward unconditionally certified the 14th amendment was part of the Constitution. Fitting that this would fall in and around our time together on this subject.

Louisiana Literacy Test - Strange Stuff

This is the Louisiana literacy test (first to site, second straight to PDF) and it is a WACKY test:

Black Americans in Congress