Today’s post comes from Sydney Vaile and Marie Pellissier, interns in our Education and Public Programs division.
This summer, Primarily Teaching made its way to Chicago, Atlanta, Boston, and Washington. DC. Educators in each city searched for primary sources that shared a common theme of Leadership and Legacy in History. The participants searched through the holdings of the National Archives and chose three to five documents each to be scanned, digitized, and published on DocsTeach.org.
We had the privilege of making the documents from all four Primarily Teaching Workshops available online for the first time. We uploaded each document or photograph, making it available for educators to create their very own online activities. During the Washington, DC, workshop, we had the opportunity to meet the participating teachers and librarians and see the end product—presentations of their newly created activities—after a long week of research, scanning, and digitizing!
Marie: One of my favorites was a document from the Washington, DC, Primarily Teaching session. A 1905 statement from Margaret Dye Ellis, who spearheaded the movement to have female inspectors at Ellis Island, is about the necessity of women in such positions. She argued that an immigrant woman would be more comfortable speaking to another woman about issues such as pregnancy, and that female inspectors would be more likely to spot girls vulnerable to human trafficking. I found it really fascinating—in an age when women were discouraged from working outside the home, these female inspectors were working in very visible positions. I had never heard of female inspectors on Ellis Island, and I think their contributions are important to remember when thinking about narratives of immigration.
Sydney: One document that stood out from Boston’s Primarily Teaching session was a 1975 guidebook for African-American students. Published by Freedom House, the “how to” booklet provided students with strategies for reacting to the desegregation crisis of the 1970s. Solutions to probable situations such as violating the Boston Code of Discipline, expulsion, and violence were included so that Black students would know how and how not to act around their White counterparts. The idea of attending a segregated school today is mind-blowing, so I took great interest in reading the same instructions as the students did in the 1970s to stay out of trouble in their struggle for freedom.
Working with educators participating in Primarily Teaching allowed us to learn history on a different level. Technology has become more and more important with each passing year. DocsTeach allowed us to see the entire process behind the production of an activity. In a way, the documents came to life, and will be used to impact the rising generation of educators.
Many new primary sources are now available as teaching tools on DocsTeach.org—alert the children!
An adaptation of this post is featured on FREE, the Federal Registry for Educational Excellence from the U.S. Department of Education.
September 17 is designated as Constitution Day to commemorate the signing of the U.S. Constitution in Philadelphia on September 17, 1787. The Federal Convention had first convened in May to revise the Articles of Confederation, but the need for an entirely new frame of government became clear. State delegates debated issues such as federalism and representation all through the summer as they drafted the articles of the new Constitution.
The National Archives in Washington, DC, is the permanent home of the United States Constitution. Celebrate and learn more about our Federal Government’s founding document with these seven activities and resources.
Attend a naturalization ceremony; schools may contact their local federal court. Students can observe or participate by singing the national anthem, leading the Pledge of Allegiance, writing welcome letters to new citizens, or in other ways.
3. Explore how the First Congress proposed amendments to the Constitution in 1789 in “Congress Creates the Bill of Rights.” The eBook, mobile app for tablets, and online teaching resources, created by the Center for Legislative Archives at the National Archives, launch on Constitution Day, September 17, 2014.
5. Help kids understand ideas like checks and balances, separation of powers, amendments, the Bill of Rights, slavery and the Constitution, and more through online activities. Go to the Constitution homepage on DocsTeach.org. DocsTeach is the online tool for teaching with documents from the National Archives.
6. Learn about the Constitutional Convention, drafting and ratifying the Constitution, the Bill of Rights, the three branches of our Federal government, and how the National Archives is preserving our Constitution in a Constitution course on iTunes U.
Today’s post comes from Elizabeth Dinschel, education specialist at the Herbert Hoover Presidential Library and Museum.
All National History Day projects have one thing in common—the theme! This year it’s “Leadership and Legacy.” The theme is a great place to start formulating a plan for how an NHD project will come together.
Please join us September 9th at 6 PM EST. Register here. This free webinar is designed with students, teachers, and parents in mind.
First Lady Betty Ford Expressing Her Support for the Equal Rights Amendment in 1975—an idea for “Leadership and Legacy”! Find more inspiration around this year’s theme on Facebook with the tag #TeachNHD. (From the White House Photographic Office Collection (Ford Administration).)
Debra Wall, Deputy Archivist of the United States, will lead off. NHD Programs Manager Lynne O’Hara will introduce participants to the new NHD webpage and this year’s theme. Carol Buswell from the National Archives in Seattle will explain how to use the online catalog, teacher resources, and student resources from the National Archives—and discuss primary sources that relate to the theme. Dean Smith, an NHD teacher, will discuss how to get an NHD program started and how National History Day can be incorporated into the curriculum.
The White House Historical Association will discuss resources they offer related to the theme. State of Iowa NHD Coordinator Katie Craven will explain how state coordinators can help new teachers and what to expect from the NHD process from classroom to DC. Seven-time NHD participant, Andrew Boge, will describe the competition from his point of view as a student.
In April 1789, The First Congress had just begun under the new Constitution.
Petition of mechanics and manufacturers of the City of New York, page 1, April 18, 1789; Records of the U.S. Senate.Transcript.
Many Americans felt uncertain about whether the Constitution would be an improvement over the Articles of Confederation, the nation’s first government. But some, like the mechanics and manufacturers in New York City who wrote this petition to Congress, were thrilled to have a new government that was intended to address the many problems that arose under the Articles. For Constitution Day on September 17, your students can get a sense of the economic problems that existed under the Articles of Confederation by reading this petition from citizens who were directly—and negatively—affected by them. The petitioners explained the economic problems they faced under the Articles, and then expressed their hope and confidence that the new Federal Congress would quickly address them.
Petition of mechanics and manufacturers of the City of New York, page 2, April 18, 1789; Records of the U.S. Senate
Direct your students to closely read the eighteenth century language to identify the petitioners’ concerns. At the beginning of the petition, the New Yorkers described their elation at the success of the Revolution: “They contemplated this event as the point at which a happy era was to commence, and as the source whence a new system of blessings should spring.” But they quickly realized that the central government under the Articles was too weak to prevent Great Britain from dominating trade. Despite America’s immense resources, attempts at manufacturing new items were hampered by lower British prices. The Articles gave the central government no power to tax the British imports, and the manufacturers in New York and elsewhere discovered that they could not compete: “They soon perceived with the deepest regret, that their prospects of improving wealth were blasted by a system of commercial usurpation, originating in prejudices and fostered by a feeble government.”
Petition of mechanics and manufacturers of the City of New York, page 3, April 18, 1789; Records of the U.S. Senate
The petitioners believed that they could achieve commercial success if the government could tax imports to make their products comparable in price: “Wearied by their fruitless exertions, your Petitioners have long looked forward with anxiety for the establishment of a government which would have power to check the growing evil, and extend a protecting hand to the interests of commerce and the arts.” The new Constitution allowed them to feel optimistic about their chances for future economic success: “Such a government is now established. On the promulgation of the Constitution, just now commencing its operations, your Petitioners discovered in its principles the remedy which they had so long and so earnestly desired.” The petitioners then stated to Congress their confidence that it would act to resolve the problem they had described: “To your Honorable Body the Mechanics and Manufacturers of New York look up with confidence, convinced, that, as the united voice of America has furnished you with the means, so your knowledge of our common wants has given you the spirit to unbind our fetters and rescue our country from disgrace and ruin.”
The petitioners were correct to be confident in the new government—the second act passed by the First Congress was for the taxation of imports. (The first act was for an oath of office.) This act answered the New Yorkers call, and established support for a government strong enough to protect its own business.
The Center for Legislative Archives is marking the 225thAnniversary of the First Congress by sharing documents from this formative time via Tumblr, Twitter, and Education Updates. Follow #Congress225 for more documents you can use in your classroom.
Today’s post comes from students Nicholas Iacovelli and Raven Troyer, who participated in National History Day’s “Normandy: Sacrifice for Freedom” Student & Teacher Institute. It was originally posted on “The Voice of NHD.” For the past four years, volunteers at the National Archives at College Park, MD, have conducted research on military records related to fallen service men. On June 25th, the Normandy Institute student/teacher teams spent the day researching in the materials identified by our volunteers.
On day five of the Normandy: Sacrifice for Freedom Student and Teacher Institute, all of the student and teacher pairs visited the National Archives in Maryland to conduct more research on their silent heroes. We were welcomed by hardworking volunteers and helpful staff that made our research immensely easier. We were split into two groups – one group conducting research in the textual archives and the other in the photographic archives. After a couple of hours of research, students and teachers were treated to a hearty meal and a copy of a news reel from the 1940’s provided to us by the generous staff at the National Archives. After lunch the groups switched and continued their research on their respective heroes. Students and teachers also had the option to view various maps of the invasion at Normandy and even search for their silent heroes’ temporary graves. The contents of the textual archives varied from mission records to medical records from when they first enlisted or were drafted. Meanwhile, the photographic archives contained various pictures of planes, pilot crews, vehicles, and soldiers relative to our silent heroes.
Once students and teachers arrived back at the [George Washington University] Mount Vernon campus they were split up; students would run through a simulation on a European invasion and teachers began prepping for the trip to France. The simulation consisted of the students breaking up into various groups, three planning and one judging. The students who were tasked with planning had 15 minutes to come up with a good invasion plan to assist in the liberation of Europe. The students left with judging had to determine who came up with the best invasion plan based on a list of criteria. In the end, it was the plan that consisted of an invasion of Southern France via North Africa that won the judge’s votes. At the end of the day we all came out with a better understanding of our silent heroes’ military careers (thanks to the hard work of those at the National Archives) and the stressful process of planning the invasion of Europe.
You can learn more about National History Day’s “Normandy: Sacrifice for Freedom” Student & Teacher Institute on “The Voice of NHD” and on www.nhd.org.
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