Category: Discussion Page 7 of 9

“Big Words” from Word Clouds

On August 1, 2012

Historical documents are always a challenge for the elementary student. They love to look at the images and attempt to read the script, but when it comes right down to reading the text more often they will give up too easily feeling overwhelmed by the magnitude of the document. I recently saw an episode on television where an interviewer was asking random people on the street if they knew what important words were in the Declaration of Independence, most of the comments were funny, but all in all it was down right disturbing to watch. I would venture to say that many people just don’t know what is written in most of our historical documents that govern us today.

Using word clouds is a fun learning tool that students of all ages and abilities can use and make sense out of what they have created. Wordle is one type of word cloud tool that makes understanding a large document easier by starting out with what I call finding the “Big Words”. Students can begin by looking at the cloud images first and decide why the big words are important before they even know what document the words came from. Starting out with a challenge that gives the students instant success before tackling the more difficult is a great way of motivating them into deeper understanding. Comparing multiple word clouds is a great way to see the big picture over time. How did one document influence another? Which came first and what evidence can one find in the word cloud? Students can easily find overlapping evidence and begin to understand the importance in the big words. Small groups can then tackle the document(s) together and look for those big words and read them within the context it was written. Now what does it mean and why is it so important that these words were repeated so many times?

A few documents I had not thought to compare but did so for this blog are:

Gettysburg Address

Emancipation Proclamation

Declaration of Independence

Virginia Declaration of Rights

In Virginia, elementary students begin their Virginia Studies with Jamestown 1607 and quickly travel through time to the 21st Century. By the time a 5th grade student begins to study the Civil War, they would have rapidly covered many documents. Using the word cloud tools would be a great review of the documents and help students to find the connections with each document. I myself found it interesting to compare and contrast the above four documents.

Another thought I had about the use of word clouds with historical documents would be to see if students could organize them in a timeline just based on the big words presented. Would this be beneficial in understanding the document itself or even the progression this nation has taken based on what each generation has seen as important?

Wordle, Tagxedo are excellent tools for creating word clouds. I have also used www.abcya.com/word_clouds.htm which is targeted towards K-5 students.

“Local History as our Laboratory”

By davemcintire

On August 1, 2012

In Discussion, Memory

The discussion in class were great and I really like that ~~Dr. Pinsker~~ Matt spent time in a conversation with us about the blog entries. BTW Matt, thank you for your explanation of immediate abolition, gradual abolition and political abolition. That will give a great handle for me to use with my young charges. I’ve been playing with setting up an Abolition Convention and your distinctions will be useful.

The thing I became most curious about today was the presentation by Primary Research. As they started talking about using gravestones to plot philosophical change, I went back to an experience I had earlier this summer. I talked a bit about it in a blog I keep for my students, Declaration Address and Dream. My students will tell you I have an affection for cemeteries. I can say, with pride, that I have now openly wept in the first three national cemeteries after visiting Old Soldier’s Home and Lincoln’s Cottage a few weeks ago.

One of my visions for the new school year is giving my students the chance to be historians – not just academics and conjecture historians, but dirt under the fingernails historians. Maple Grove Cemetery in Wichita is one of several in the city and has a Civil War Memorial which it is renovating. I have been ruminating on how to do that using Maple Grove and Primary Research gives me a template by which to begin with.

Completely unrelated, but in the spirit of the Olympics, here is a blog post about an Olympian buried at Maple Grove. I also find his sister fascinating as well. Imagine being a African American nurse during the Jim Crow era.

21st Century Brings About Changes in the Study of History

By patriciaabney

On August 1, 2012

In Discussion, Online Learning

21^st Century Brings About Changes in the Study of History:

(A Brief synopsis of an Internal Struggle 😉

A little more than a century ago women were viewed by society as a whole as inferior, this fact is known throughout the world. I was raised knowing this, but yet little do I recall learning about famous women in history. There were short topics throughout my primary and secondary grade schools where an instructor spoke of Susan B. Anthony, Clara Barton, and of course Sacajawea. This may have been a good founding for a young woman growing up in the 20^th century, but not good enough in the history classes of today. History has been, and seems to continue to be, a theatre of the story of man not the story of humanity. What is the difference? The difference is humanity encompasses all gender, race, religion, and culture. The history we have been taught is often one sided. One only needs to view one portion of American history to see this statement as true.

Only in the last few decades have we witnessed historians increasing the need to gather more knowledge of the roles and views of women, religion, and race throughout history.There is no doubt this has come about in large part, if not solely, from the ability to share information worldwide through the Internet. Without such advances in technology the role of women in American history would still be limited.

Beginning in the 1990s women studies was a part of many colleges throughout the United States. At least for me, the class was more or less about the role of women from the 1960s and beyond. It may not have been the ideal class, but it was a start on my journey to find equality in history. The Internet of the time was not nearly as helpful as it is today in its use as a discovery tool to our past.

Students and scholars are able to conduct research like never before. In the last decade, the history of the United States has taken on a new perspective. Use of terms such as historiography and presentism are now common within the discussions amongst history teachers. Pedagogy has changed. The role of women in history has changed. We now know the opinions, roles, and thoughts of women of the Civil War. This information has always been in existence, but it was unattainable to the majority of the population. Students who want to study the role of women in the American Civil War are now able to do so without the limitations that existed in the past.

There still remains a problem though; information is limited to what historians, biographers, and eyewitnesses have written. Much of the information is fragmented at best and discovery is difficult and time consuming. And, when we really evaluate the information, one must ask, how much of the information was written with a white male perspective? The best lens into the lives of women in the past is through their writings, and as the study of humanity continues and the use of the Internet continues to foster websites devoted to primary resources (research engines opposed to search engines), history will be understood in a broader perspective and with a deeper understanding of humanity of the past.

(Thanks to John Stuart Mill and his book co-written with his wife Harriet Taylor Mill entitled The Subjugation of Women and a certain professor who once expressed that he did not realize my potential)

Old Courthouse

By marionbroglie

On August 1, 2012

In Digital Storytelling, Discussion

I thoroughly enjoyed the short video on the Old Courthouse in Carlisle, Pennsylvania. I have a much clearer understanding of the Underground Railroad after viewing this video. Using local historical sites is an excellent way to motivate students. While I realize this, it is often difficult to even know the local history to use it in the classroom. For instance, I lived in Denton on the Eastern Shore of Maryland for two years. l did not know until today that it was possibly through this town that Harriet Tubman escaped to freedom or that Frederick Douglass was born in nearby Tuckahoe and worked on the Wye Plantation in Easton. I learned this in my research when I visited Maryland Public Television’s website.

While I was not teaching U.S. history, it is surprising to me that I was not aware of the historical significance of this place. I do not recall any historical markers nor was it ever mentioned by anyone in the two years that I spent there. That does not excuse my ignorance, of course.

I would like to say that today I incorporate local history into my classroom, but I truly don’t. As a civics teacher, I have attempted to use local and personal history in my classes, but those efforts are few and far between. For instance, on the 50th anniversary of the Brown v. Board of Education decision, I did have my students complete an oral history interview with someone from the community who lived through the integration of the schools here in Virginia. I am currently trying to develop a lesson on the power of the presidency vis-à-vis the military, using General Douglas MacArthur (who is buried in nearby Norfolk) as the prime example.

I will have to make a concerted effort to develop more community resources and expose my students to more of their local history.

Historical research in civics class

By marionbroglie

On August 1, 2012

In Discussion, Lesson Plans

How do I incorporate this wonderful historical information about the Civil War into my civics class? I have constantly striven to motivate my middle school students to use historical examples as we attempt to comprehend the fairly complex mechanics of our governmental and political systems.
Today’s information in class was a wealth of details that would do so much to enhance my students’ understanding if they would access it. For instance, judicial review could be discussed in light of the Dred Scott decision and Abelman v. Booth, which outlawed the personal liberty laws of the northern states. A discussion on federalism would be enhanced in light of those same personal liberty laws or on an examination of President Lincoln’s First Inaugural Address, where he quotes and defends his Republican Party’s platform: “Resolved, That the maintenance inviolate of the rights of the States, and especially the right of each State to order and control its own domestic institutions according to its own judgment exclusively, is essential to that balance of power on which the perfection and endurance of our political fabric depend; and we denounce the lawless invasion by armed force of the soil of any State or Territory, no matter what pretext, as among the gravest of crimes.” A discussion of civil disobedience and how far can one go without “crossing the line” would be aided by an investigation of John Brown, both his actions and his words. I was intrigued by our discussion today and the dominant view of John Brown as he is portrayed in our history. As Barry Goldwater once said, “I would remind you that extremism in the defense of liberty is no vice.” Or as stated in Thomas Jefferson’s letter to William Stephens Smith, “The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants.”
When I was reading the texts assigned prior to the class, I had initially planned on creating a lesson based upon how our Founding Fathers could have written the Constitution in 1787 that would have avoided the Civil War. We discuss the compromises between the northern and southern states, such as the tariffs, 3/5 clause, the slave trade, and the fugitive slave clause. What could Madison and the others have included that would have avoided this cataclysmic event?
At this point, I am feeling a bit overwhelmed with the large amount of information available. I once again understand how my students must feel, which brings me full circle. How do I get them to attempt to do serious research, when it is so difficult even for me? It is no wonder that they resort to using Wikipedia and Google (yes, I know it’s a search engine, but my students don’t) to complete their assignments. So, as Beth posted earlier in “Searching for research”, there has to be a solution to getting students “to use and explore more websites that have meaningful information.”

John Brown to Abraham Lincoln on Wordle.net

By isaacbrooks

On August 1, 2012

In Discussion, Word Clouds

John Brown’s public statement 1859

Abraham Lincoln’s Cooper Union Address 1860

Abraham Lincoln’s Second Inaugural Address 1865

Are we on the path to distilling the arc of national consciousness through these speeches as presented through the lens of wordle.net?

Using Wordle or Tagxedo in the classroom

By samantharaphael

On August 1, 2012

In Discussion

I cannot wait to use this in my classroom. I think this would be a great anticipatory set for students to be introduced to any documents especially primary source documents. In teaching middle school, students struggle with the language, the vocabulary and the word clouds will definitely help students to identify the BIG WORDS.

The first document I tried was the Emancipation Proclamation. I created two different ones. The emancipation proclamation in wordle (click on link-Emancipation proclamation). The second is from Tagxedo below. I really liked Tagxedo because you could play around with shapes.

The second document I created was the Gettysburg Address. This I also created with Tagxedo in the shape of Lincoln’s face.

Even giving this to students as a short writing assignment, before giving student the documents, enables them to work through the document in a more easily accessible way. I plan on using this technique in the following ways.

1. Give the students the picture and ask them what they think the document is about in a short 1 paragraph writing assignment.

2. Give these as examples and have the students read primary sources and create their own using newspapers/magazines to cut out words. Students should use the KEY words-not necessarily the ones that show up the most to represent the document in a visual way.

3. Have the students read the document and then give them the picture and ask them to rework it so it represents the document better.

Finally, in writing this, it reminded me of something I saw in a museum and that was the Preamble written out with the use of license plates. These can be very powerful teaching tools. One thing is for sure, I would love suggestions on how you would use Tagxedo and Wordle

Linking to Humiston

By janeapplebee

On August 1, 2012

In Discussion, Images

I will never look at this photo of myself and my little brother and sister that same way again.

Humiston Children

I am seeing a photo analysis as part of a lesson plan here and asking my students to bring in their photos to compare with this one.

Vampire Hunters and Lincoln’s Second Inaugural Address

By isaacbrooks

On August 1, 2012

In Discussion, Memory

As a culmination field trip to our year and a half study of American history through the lens of New York City history, we travel to various parts of the city to ascertain the legacy of that history. One of the stops we make is Greenwood Cemetery, located in Brooklyn. We explore five monuments/grave sites and place our observations in the context of the arc of history we’ve studied. One of the sites we visit is the 1869 Civil War Soldiers’ Monument, erected in memory of the dead and the almost 150,000 enlisted servicemen on Battle Hill (where Washington faced the British in the Battle of Long Island at the start of the Revolutionary War).

The monument is complex in construction and offers a wide variety of symbols (military and otherwise), figures, and apparently allegorical bas relief scenes.
http://www.green-wood.com/2010/civil-war-soldiers-monument-saved/
Reading Abraham Lincoln Vampire Hunter, of all places, I came upon excerpts from the second inaugural address that reminded me of the scenes depicted on the bas reliefs between full-sized sculptures representing the various branches of the Union Army.

According to the website from Green-Wood Cemetery (link above), these reliefs had text associated with them (but that text is currently missing). The monument was erected in Brooklyn in 1869, less than five years after the second inaugural address (Lincoln’s last great public speech on the conflict of the Civil War). Would these bas relief scenes be attempts at illustrating the final lines of that address?

“With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.”

-Abraham Lincoln, March 4, 1865

What do you think? And, is this a valid place to end the search for a national consciousness surrounding the Civil War conflict as a direct line from the public statements of John Brown?

From John Brown to Abraham Lincoln: Distilling a National Consciousness out of the Civil War

By isaacbrooks

On August 1, 2012

In Discussion, Primary Sources

Professor Pinsker’s close reading of John Brown’s public statement at his trial for treason touched a nerve in me as I struggle to give a cogent narrative to this turning point in American history. By showing the ideological DNA of that statement in Abraham Lincoln’s second inaugural address, he implies a common thread of awareness between the failed raid at Harper’s Ferry and the commander-in-chief of the Union Army’s attempt to frame the final phase of the nation’s armed struggle.

In our New York-centric curriculum, we’ve worked hard to demonstrate that antebellum and wartime New York City represented a microcosm of the political, racial, and economic state of the nation. It will be my task to pull apart and analyze Lincoln’s Cooper Union speech of February 27, 1860. The speech was reformatted by Lincoln the night before to accommodate the different and disparate factions of the expected audience that would attend the next day (now that the venue was changed from Plymouth Church in Brooklyn, to the more accessible Cooper Union Hall on Manhattan Island due to icy weather). The speech was hailed and acknowledged variously by those who attended (including members of the press and a large number of southern newspaper correspondents).

If we were to take four speeches as part of a rhetorical timeline of the conflict, with John Brown’s speech being one, then we must have the second inaugural address as another. One of the tragedies of our task with students is to reduce history into class period-sized units, so the idea that we could show an evolution of national consciousness across several public speeches might be too reductionist. However, Professor Pinsker said that the nation (both northern and southern regions) were impressed by his actions and his rhetorical skill. In a time when public speeches were expected to last hours, and Lincoln and Douglas debated across the state of Illinois, it might not be farfetched to follow this path with my students.

Remember, this is before the media happened upon the idea of opinion polls. In fact, the reading public valued opinions in the press as articulated in the editorial pages. Though they were not given by-lines, they were unabashedly partisan because that was the motivation for investing in and running a newspaper. Readers aligned themselves with newspapers based upon bias, rather than objective news gathering (a 20th century concept). So, too, would they cotton to speeches in the same way that they sought inspiration through editorials.

I will research how the Cooper Union speech was received by the press at the time and report back. In the past, I’ve assigned “roles” or viewpoints to my students who act as audience members hearing Lincoln’s speech. Then I have them report to the class how the speech resonates with their assigned point of view. Ultimately, they discuss the electability of Lincoln as president in 1860’s election.