Ditto here too. I have talked all week in my classes about some of the things we covered Monday and Tuesday nights. It was great!
I agree! Also, what a pleasure it is to sit and listen, knowing that I can go back to watch the lecture again and take the relevant notes at a more leisurely pace. Hearing everything a second or third time is a huge help to me and a real strength of an online course over a conventional one.
Ann! Thanks for the lovely comment. I teach 6th Grade World Culture's which means we pound history, geography, culture, government and the kitchen sink at them in one year. Seventh grade is devoted to Texas History and 8th grade has American History for our state. Which means 6th grade lays the foundation for most geography skills until the kids get to high school. Unfortunately, geography has been taken out of a lot of the curriculum and we have to find clever ways of adding it back in. The Atlas is a huge help for making the historical/cultural connections.
I like the university aspect of the lesson. UT Austin wouldn't be founded for another half century, by which time Rutersville would be merged with three other colleges to become Southwestern University in 1870 (and original named Texas University before the school in Austin was conceived) and we're celebrating our 175th anniversary next month. But for educated migrants who wanted a good education for their children without returning east, it was a real concern. The university maps also demonstrate just how few advanced educational opportunities were available across the south. It also leads into discussions about single sex vs. co-ed educational opportunities in the South. Texas was quite progressive in 1860 having men and women enrolled together- of course there were only a handful of college available. You could do an entire unit of when and why and how and the backlash from single sex going co-ed. Hollins College in Roanoke, Virginia, changed their name to Hollins University about fifteen years ago when they started accepting male students. Hood College in Frederick, Maryland, had alums who heavily debated which dorms would be open to male students. For both those schools, and others it was a huge cultural change. Remember when the Citadel started to admit women to the corps in the mid 1990's? The change doesn't always come easy, but in all three colleges changing to co-ed was the right decision for the future of the colleges/universities.
For your IB students you could build an entire mini-DBQ with a check list of what you need to take as the hook exercise.
Land grants in Texas are amazing and you can read about them from the TSHA site or Texas General Land Commission. The Texas Land Commission is a fantastic resource and has great information about headright grants (prior to 1836, a family could acquire over 4,000 acres of land). The education specialist at TGLC is a retired 7th grade Texas History teacher (that I use to work with) and is incredible. I don't know what other states offer, but between TSHA and TGLC, we have a lot of resources available to use. So many early Texans came to Texas from other southern states, there's going to be a lot of crossover.
Great step by step instructions for middle schoolers, especially our intervention students and their aides.
If you have any use for print maps, the Facts on File American Historical Maps on File is a splendid resource. Back when there used to be such a thing as a library budget, I bought it for my middle school library. US history is about a third of the 450 maps in the collection, which range from ancient civilizations to modern times. When you buy the collection, you have the right to photocopy them as many times as you want. I've found it enormously helpful, especially for side-by-side comparisons. They photocopy well (unlike most other maps I've found) and are easy to read and interpret. The map legends are nicely done and useful for kids who are new to map reading. I don't know about the rest of you, but we get kids coming into 7th grade who don't even know the difference between a continent and a country, can't draw the cardinal directions on a map, and in some cases have never even had a social studies class. It's sad.
I was leafing through the Facts on File today and found a map entitled US Industry in the Early 1800s. I thought it was telling that where the south ought to be, there was an inset map of New England. The map didn't even show anything south of Virginia. I guess I could see the South by its absence in that map.
Last year one of my students had a great idea for a "regional barbeque," sort of like the first Thanksgiving. Unfortunately the idea was immediately shot down by Administration, but be that as it may, food always offers an fantastic way to "wake up" 8th grade students...especially the boys. Ergo, I stumbled upon an amazing website filled with fabulous lesson plans. One specifically deals with growing rice. Being that this "treasure trove" of lessons is from National Geographic, so many of these wonderful lessons can be connected with "The Atlas" we explored last night together. I wish I had it last night!
I love your lesson plan! I am not sure what grades or levels you teach, but I would so use this with my grade 11 US History IB students. I especially like the whole concept of becoming the person uprooting from their home to tackle the great unknown. I reminds me of that 1980's video game Oregon Trail.
What kind of greens and how are they cooked?
The map works so much better in Chrome. On my old Mac using Safari, the map and legend are mushed together. I had two computers going to follow along which made the mapping and the live broadcast much easier to follow.
You are forgetting the rivers and waterways for shipping. One important factor is the lack of irrigation in much of the South so farming near a river may not be as important as in other parts of the world. The climate map can also show that necessity. Coming from California, I couldn't imagine enough rain to water crops.
I too found the first assignment very intimidating! I spent days on it and still feel like I missed the mark. I would have liked to read everyone elses thoughts and ideas too...another opportunity to learn.
I wrote about the Thomas Jefferson we learn about in textbooks versus the man we discover in primary sources.
I am with you 100%! I managed to pare down the number of words for the essay and got it uploaded and was lost about what to do for the blog thinking it's a response to the essays. Your blog made me feel a little better. Although I'm not even sure I'm blogging (is blogging even a word?)in the right place! I guess we'll all figure it out soon enough.
I actually thought that our first assignment was the blog which was a little intimidating. I like that in reality, they are only for the eyes of the instructors, however it made the blog assignment a little confusing. I thought we were going to comment on each other's essays, which would have been a great deal of pressure to not sound ridiculous. So, I hope I am doing the correct thing in the blog entry. I'm curious what people wrote about. I thought my response to the assignment sounded a little too obvious.
Ann, I did what you did for the assignment.
Thanks Everyone! I admit this seems a bit vague at the moment, but this is natural in the beginning. Once again, I was plagued by technology issues, and am so thankful for my tablet saving the day. I am looking forward to sharing thoughts and ideas. All the best!
My favorite - Greens!
Foodways are a neat part of the NEH Landmarks workshop "The Problem of the Color Line: Atlanta Landmarks and Civil Rights History". I went a few years ago and it was amazing! It has been funded again for this year and the link for information and criteria for applying can be found here http://www2.gsu.edu/~wwwnms/initiatives/AtlantaLandmarks.pdf
The application deadline is March 2. Check it out!
Grits with butter.
This was a very interesting map. Some of the regional representations surprised me. Peruvian for Virginia? Hot Dog for a West Virginia? But, it was also great to see the different varieties and blending of ethnic food. The definition of American food today is a culmination of several foods, while keeping our traditional recipes going. Ok, now I am hungry...
I struggled with the length, too, Shawn. My first attempt was more than 1000 words, so I had to go back to cut and cut. I managed to get down to 350 words (including citations) but didn't feel good about the depth of my analysis. I also wasn't clear on whether we were supposed to focus more on analyzing the sources or on how they speak to me as a teacher. Were we supposed to avoid using first person pronouns? I'm afraid I may have done more of a literary analysis from my ancient English major days than an analysis of what these sources make me think as a teacher. I guess you always learn from the grade on your first assignment, don't you? I'm a little nervous.
I will be submitting my assignment shortly. I found it hard to stay under 350 words. It ended up being about 380 words, so I'll see how that affects my grade.
All I can think of in terms of regions and food is up here in the Northeast we cannot live without our Dunkin' Donuts iced coffee even in the middle of a snowstorm!
My sister-in-law is from Memphis TN and for her wedding rehearsal dinner we had Memphis BBQ with all of the "fixin's". That was awesome!
I would like to thank everyone for their input on my first blog post. The ideas of justification through the Bible and past ancient history are truly compelling.
Choose one of the week 2 assigned readings from the Oxford Book of of the American South and one of the 3 historical perspectives we also have to read (Kupperman, Morgan, Taylor) What was your overall thoughts/what do you see as the themes that connect the two you chose? That is how I interpreted it and what I wrote about in regards to presenting the idea as part of a lesson. I may be totally off the mark, but I submitted my essay earlier tonight, so I hope that I am right. Keep your fingers crossed!
I would be cautious about viewing the acceptance of slavery through a primarily geographical lens. Climate may have made slavery more practical in the south, but acceptance of slavery was near universal throughout the colonies.
While large-scale chattel slavery emerged in the south, slavery was legal through the British American colonies. Massachusetts was the first of the British North American colonies to legally codify slavery in 1641. While there were not large numbers of African slaves in the north (largely a result of an economy which didn't rely upon large-scale labor-intensive agriculture), New Englanders did rely heavily on indentured servants, attempted to enslave Native American war captives, and aggressively entered the slave trade in the late 17th and early 18th centuries.
Opposition to slavery emerged from a number of quarters as the end of the 18th century neared. I think the tortured logic of Jefferson and others took its toll. It was harder to justify slavery in light of natural rights theory and the rise in manumissions and the abolition of slavery in northern states reflects these changes. But opposition to slavery also stemmed from the growing sense that slavery was a threat to the status of independent farmers and laborers. This was the primary rationale behind the prohibition of slavery in the Northwest Territory. Thus, opposition to slavery was not necessarily an opposition to the institution itself, but the effects of that institution on free laborers.
Thank you for that information Renee. I have been on the site for about an hour and a half and browsed through several presentations. Dr Ayers has several interesting topics/lessons on the site and I will watch the video you suggested before the next class. There are so many contradictory/hypocritical messages from the "Founding Fathers". As I read the historians perspectives and the testimony/memories book, I find my jaw dropping more than once at the convoluted logic that was espoused by Thomas Jefferson and James Madison in their defense of slavery.But you know what I really found interesting was the sense of entitlement going all the way back to Jamestown. The idea that gentlemen do not get their hands dirty, that it was beneath them to grow corn. I am really excited about learning more. Once again, thank you for the link.
The Center for Southern Studies at the University of Mississippi had done a tremendous amount of research on Southern "foodways" which explores food as a cultural, environmental, economic, and political indicator for different communities. One of the things they do is to try and explore the commonalities and differences of the consumption and production of certain foods in the Southern states. It is completely fascinating to think of food as a means to examine the tensions that exist in any society.
Hello Ann! I was just exploring the recorded lectures this Gilder Lehrman website has available (where our guest lecture comes from that we will view for the 27th). I noticed that there is a lecture on the very topic you mentioned you were interested in! It is called "In the Image of God: Religion, Moral Values, and Our Heritage of Slavery". Thought you might like to take a look at it. The videos are not long, and quite well done.
I like most all foods! One point about the south is the food reflects the region. I'm near the Georgia coast, so seafood and "lowcountry" fare are prevalent. We have BBQ, Shrimp-n-grits, collard greens, black-eyed peas, tomatoes and cornbread (yes, mixed together),banana pudding, peach cobbler/pie, pecan pie, and sweet tea (which I don't care for, but is essentially southern)!
Thank you for the clarification Lance!
Hi Chris and Chris - You're both correct! Our January 26th meeting is a Digital History Lab session, and as such, requires no pre-reading. The first readings relate to our first Seminar meeting, scheduled for January 27th. Additionally, there is an assignment posted on this course blog (see above) requiring completion ahead of the January 27th session. Please refer to the details in the assignment post above, and let me know of any questions.
I believe the first blog assignment and readings are for the class on the 27th. The class on the 26th is a pedagogy activity I think. The assignment for the blog appears to be a student choice topic if I am reading it correctly that correlates an idea present in the secondary and primary sources that we have to read.
From the syllabus: "Each essay should identify one key issue necessary for students’ understanding raised in both a primary reading from The Oxford Book of the American South and a secondary reading from the course reader, Historians’ Perspectives."
At least that is how I am reading it.
What is the first assignment? I can't find it. I looked in the assignments tab, but for the 26th, I didn't see any readings...
I am a huge fan of Texas (cow) BBQ, which seems to be very different than NC BBQ (pig). I am also a huge fan of pecan pie, iced-tea, and pralines (which I once mistakenly called fudge).
What is your favorite Southern food to eat?
I also think the Puritans were familiar with slavery, but not in the highly structured way it developed in America. On the other hand, I think and have read the white southerners justified their actions with the Bible itself, for the following scriptures read:
"They asked who could question the Word of God when it said, "slaves, obey your earthly masters with fear and trembling" (Ephesians 6:5), or "tell slaves to be submissive to their masters and to give satisfaction in every respect" (Titus 2:9)
I am enthralled by this topic. I look forward to developing a deeper understanding of the South.
The Puritans were familiar with slavery through the Bible, classical Greece and Rome, as well as the kidnapping and enslavement of Africans by the Spanish and Portugese since the mid-1400s. They debated the morality of the slave trade, enslaving Native Americans and the continued enslavement of converted slaves. I think you might find these writings by Cotton Mather: http://digitalcommons.unl.edu/etas/28/ and Samuel Sewall: http://nationalhumanitiescenter.org/pds/becomingamer/ideas/text5/slavery... ,both from the early 1700s, interesting examples of those debates.
The issue of slavery and gender is an even more interesting one, in my opinion. Gerda Lerner proposed that the archetypal slave was a woman since from early documentation of war e.g. Biblical, Home, we learn that men were killed in war and women were captured and kept for labor. David Brion Davis wrote an brief essay on the questions of slavery and gender and race with examples over a wide set of cultures and time periods: http://www.yale.edu/glc/forum/davis.html. And Kathleen M. Brown in Good Wives, Nasty Wenches and Anxious Patriarchs: Gender, Race and Power in Colonial Virginia argues that it was initially laws about enslaved African women in 17th century that created the southern American version of chattel slavery.
As I am not a teacher, I am just auditing this course but I am very interested in learning from teachers about the challenges of teaching about Southern history and slavery in middle and high school classes.
Even in the north, there were forms of slavery extending all the way up through the Civil War, although not as prevalent as in other parts of the nation. I believe it was the state of New Jersey that still had 16 or 17 slaves (under the title of apprentice) who were only freed with the 13th Amendment in 1865. Even in the north there was significant racism and desire for segregation, hence the recolonization efforts. Many good questions and points in your post! Thanks!
Not sure why it is asking me for a comment. Gordo, you are a great fellow. Thanks for being a good husband, hard working father, a teacher, volunteer fireman, and the best fisherman Texas has ever seen. We are lucky to have you.
Fiction Vs. Nonfiction