I have additional information that I would like to submit relative to the identification of a humanities scholar who will work with our group. May I email or fax it to you?
I have a letter to add to my submitted grant application. Can Fax this letter in to your office to go along with the form submitted?
Thanks for your time.
Is this a large or small exhibition? How long do you intend to make it available for travel? Kauffman Museum might be interested in displaying it in conjunction with the "Created Equal" series--if we are selected.
Thank you! Huck Finn is a unique, representative piece of American literature. My students loved it.
When was this actually printed? It appears to be a commemorative edition, rather than an official government document. Do you have further details about the genesis of this item?
Good to know about how to apply this type of course .today online course is very important !read stories online are very helpful to improve our knowledge .The links that have been mentioned in your post are very useful. They provide awesome remedy tips of this particular problem. I hope people would apply these tips and get the better recovery
need primary source for class assignment
I am greatly impressed by the quality of Lincoln's cognition,his facility at taking in new beliefs and discarding life long biases. He had a particular ability to grow and change in the light of reality ,his meethngs with black abolitionists intellectuals;The contributionsfor example, of Black soldiers during the war revealed abilities and discipline of a high order on the part of black soldiers.The man who came from Springfield was greatly changed by the war and he let his provincial narrow beliefs atrophy.One can not but admire and hold in awe our sixteenth President.
Lovely period: got to appreciate the silliness of it.
i am doing a lesson plan for my class and need a really good lesson plan to teach my peers and i need at least 2 primary soruce documents
I recommend booking an exhibition about six months before you would like to host it. Applications are handled on a first come, first served basis, and we will book much closer than that if we have the availability.
This exhibition carries a shipping fee of $200, which covers shipment to and from your school as well as the supplementary materials.
However, schools in our Affiliates network are entitled to their first exhibition at no cost. After that first one, the normal fees apply.
Please let me know if you have any questions!
Hello, sorry for the delayed response! The cost to host the ehxibition for 4 weeks is a flat shipping fee of $200 for this exhibition. That covers shipment to and from your school, as well as the supplementary materials.
Please note that the exhibition must stay in one location - our insurance does not cover sites moving the exhibition themselves. Many times schools will invite neighboring schools to visit, or host the exhibition at a central district office or public library associated with the schools.
Read and enjoy King George's Proclamation
Was this poster version actually used by the Memphis Sanitation strikers, or just the other one? Who used this poster if not the Memphis strikers?
Desperation of those caught in The Great Depression is evident in this photograph. Those unable to retain their properties were foreclosed upon and sought shelter with others in encampments using whatever materials were available to be had. Tires in the photograph are reminders of the many vehicles that were converted to Hoovercarts that ran on oats rather than gasoline
how much ahead of time do you have to order it?
I imagine its free
I respect the Center's work, but I think that this lesson is not very good, and reflects the much-complained-of bias of the Common Core Standards for "deep reading". Deep reading is a particular style of literary analysis, in which the reader is to rely on only a text to understand the meaning of the text. I think that there is a strong argument to be made for the view that this is not the way we want our citizens to read, and that it is not a very useful method of reading outside of a college lit class.
This lesson plan exhibits the problems of applying the deep reading method to a text where such analysis is inappropriate. For one thing, the Gettysburg Address is so well written that there is not an unnecessary word in it. To ask students to summarize a piece of writing like this is like asking them to summarize a computer program. So it is not surprising that both of the summary statements in the first lesson do not accurately state what the first part of the Address says.
In addition, deep reading does not allow the reader to consider the intent of a writer or the audience for whom s/he is writing. This is reasonable when analyzing a sonnet, but when the text is a piece of political rhetoric designed to be heard & read in a particular time, place, and circumstances, forcing students to do deep reading deprives them of a full understanding of the meaning and importance of the text. Indeed, your lesson-writer's suggested prompts presume that the students have a considerable amount of information that does not appear in the text. A student who, for some reason, knew nothing about American history, would have no way of writing to these prompts after going through the lessons.
Finally, with regard to some kinds of text, deep reading does very little to give students a way of judging the quality of the work or others. A student can deeply read a series of sonnets and come away with knowledge of poetic structure and language that will help the student evaluate other sonnets. But many other genres of writing cannot be analyzed and evaluated by a reader if that reader knows nothing about the context in which the text was written, the writer's purpose, the writer's expertise, the writer's biases, and the intended audience. Among these genres are political speeches, political, economic, and scientific commentary, history, government reports, and legal documents such as mortgages & credit card contracts. Yet we want citizens to be particularly good at reading and evaluating these kinds of writing.
There are good things in the Common Core Standards; but the idea that students should be taught only one way to analyze written texts (particularly when that one way is deep reading) is not one of those good things.
Thank you for the compliment and the suggestion. We will certainly discuss your recommendation and consider making the change.
This is an impressive lesson plan, especially in that it encourages students to unpack the language and the message of Martin Luther King's speech of August 28, 1963. However, I would have liked for the speech itself to have been labeled throughout the lesson as "The March On Washington Speech," which offers neutrality and lessens the steering that is implicit in the label, "I Have A Dream Speech." That aside, this is a stellar lesson plan that may be applied to a variety of disciplines.
Fantastic read detailing the importance of history in public perception and how the western has influenced the world we live in today.
Thanks so much for posting the link. I am going to go through it this summer as if I had been in the course. A structured approach like this, even if I'm just doing it by myself, is a great way to move by content knowledge forward.
This letter cannot date from later than 1806, as Timothy Mountford left the region in July of 1806, on the brig Louisa Wheldon bound for Baltimore (Wars with the Barbary Powers – Vol VI p.452). It is likely then that it was written near to the date mentioned at the beginning of the letter - sometime in early 1804.
According to America's Diplomats and Consuls of 1776-1865 (Smith, 1986), Mountford was dismissed by Tobias Lear, Consul General and his cousin, for a "knavish trick", sometime in late 1805 or early 1806. It's unlikely that this incident recounted in the letter is the "trick" that served to send Mountford home, but it certainly shows his prediliction for pranks.
This was a great course and definitely enabled me to develop lessons that bring history alive for my students.
Good opportunity ,thx
this looks interesting. what is the cost to use this exhibit? we could use this at a couple schools during the 4 week period.
I would like to participate in this course as well if offered this summer, thank you.
These questions cover the breadth of my American History and Civics classes. I will use them as part of my formative and summative assessments. Thanks.
where can I find documentation to support the facts?
Massachusetts Line clothing for 1782?
We did a write-up on a WWI food conservation poster and during our research, I came across a resource on the Hoover Institution (Stanford University)website: www.hoover.org/publications/hoover-digest/article/6135
You can check out the Gilder Lehrman Collection's poster "Food Will Win the War" here:
I love this assignment. I plan to use it and see how it turns out. Of course I will be citing this website and author of project. I will tell other teachers what a great aid this will be since we are just starting the common core standards implementation. Thanks
5 days on the roosevelt corollary?
Great lesson for close reading of Inaugural Address
Yeah I have this stupid History project but seriously, I found out so many things about Sarah Grimke! Its pretty dang cool!
Correction [in brackets] to a few of the words in the following:
"You will probably laugh when you hear our Uniform is black turn’d up with red, if you do, so be it-it is exceeding by [SHOULD READ 'exceedingly'] neat & genteel & I in particular like it as I have not to buy a new boat [SHOUlD READ 'coat']. I have a certain black goat [SHOUlD READ 'coat'] that was presented to me by [Mr] Knox that answers the purpose very well.
The strikeout on page 4 in, "The Grounds on which we now [strikeout] are strong." should read "possess" which is written over what appears to be the struck out word.
Perhaps it is before my eyes, but I cannot find the poem "What is Wrong?". Where can I locate it?
I teach a NYC history course and most students, let alone adults have no clue that the so-called Manhattan Project originated in NYC....they associate the Project with Oak Ridge, Tennessee.
Previous entry mentioned the role the Russian Revolution played in America's entry. Are there any resources that you can recommend that show this?
The comments on Oñate and Acome do not match the history I understand. The whole tenor of the first paragraph seems wrongheaded containing hyperbole, innuendo and poor factual account.
Please revise the article to represent a more nuanced view of the events. There is plenty of research out there to speak honestly about the events mentioned. A good place to start could be here:
John is the greatest! I have been using these in our classroom as writing prompts or closure activities. They really support student's critical thinking skills!
Where Can I find a link to the poster The Man Is not Bought?
Why is the PowerPoint for this lesson not available?
Thanks for your question. Mount Vernon has a great page on Boucher that can be found here: http://www.mountvernon.org/educational-resources/encyclopedia/jonathan-b....
Good luck and I hope this helps.
Do you have any good sources, either internet or books, for Jonathan Boucher at a 5th grade level? My son was assigned this historical figure for a writing project, and we can find little on him. Our local library has nothing. I have found some internet sites, but many of them are pretty heady for a 5th grader. I am a teacher with a political science minor, and I have never heard of this person. Although I am enjoying what I'm reading, I want something more kid-friendly for my son.
Thanks for pointing out the bad link, Ray. It's been fixed.