The Philadelphia experience was outstanding! My sincere thanks to Matt, Jonathan, and Scott for all you did to arrange another memorable and meaningful trip! I cannot express how much this has meant to me and will mean to my students. Thank you, too, to all of the wonderful teachers I had the privilege of getting to know. Sharing our love of history makes for a great group of “geeks,” no offense at all intended. 

 

The last two weeks have been incredible. As much as I hate to admit it, blogging is a good thing. The blog creates a record that is priceless when it comes to remembering all that we saw and learned. I still get frustrated with it when I have technical problems, but I am learning more about technology, too. I appreciate having access to everyone else’s blogs for future use.

 

I am truly grateful to have been included in this trip and last year’s to Boston. These trips have been some of the best experiences I have ever had, personally and professionally. I know I have seen and done things I would never have the opportunity to do on my own. The more I’ve grown to love history, the more I’ve dreamed of “someday” seeing the places where people like Ben Franklin, George Washington, and Abraham Lincoln lived, worked, and walked. I truly appreciate the way we get prepared by reading for background knowledge before we ever leave. The time spent preparing is well spent and necessary to get the most out of the sites and speakers.

 

Looking back over these two weeks, it’s hard to pick favorites.

 

Independence Hall was an inspiring beginning and set the stage for what was to come.

 

I loved learning more about Ben Franklin because he has been one of my favorites for many years. Holding things that once belonged to him is something I will never forget.

 

The Quaker Meeting House was surprisingly informative.

 

Carol Berkin was the best and I plan to read A Brilliant Solution again.

 

The  National Constitution Center will be a great resource to engage students for years to come.

 

The Masonic Temple was the most impressive building I’ve ever seen.

 

Lancaster County was enlightening and the dinner with the Amish family was something very special.

 

Washington’s Crossing, Valley Forge, Princeton, and Monmouth made the significance of these battles more understandable and therefore I will be able to teach about them much more effectively.

 

Gettysburg was humbling, inspiring, eerie, and magnificent. I would like to go there again and spend more time.  

 

 

I got to know more teachers this year, and I truly appreciate us as a group. Our personalities and teaching styles are as varied as the students we teach and that adds to the overall experience. One of the beauties of traveling with such a large group is that there is always somebody that wants to do what you want to do and so we’re all happy.

I even dream of traveling in a small herd some nights.  The pace is fast, but it needs to be: there is so much to see and do and this may be the only time we are here. The resources we buy along the way will enhance our effectiveness as we enthusiastically introduce our students to the many stories and insights we have gained.

 

I know so much more about primary sources and how to utilize them in teaching. I remember the first time I got one of those forms prior to my first history class through the grant, and when I read “what primary sources could you use and where would you find them?” – I was stumped! Now I feel so much more confident and excited to share what I’ve learned with students and colleagues. And now we have a network across southern Colorado of like-minded teachers, too!

 

 

 

 

 

 

 

 

                    

This morning we walked across the University of Pennsylvania campus to College Hall to hear two lectures. The first, by David Waldstreicher of Temple University, was about Ben Franklin and how he has become strongly associated with the Abolitionist movement in recent years. The professor contends that the image of Franklin as anti-slavery is a modern interpretation and that Franklin even owned slaves though that is not something most people know. Professor W. said that the anti-slavery Franklin comes at the end of his story, and that he was concerned about his legacy and was actually embarrassed that he had once owned slaves. Franklin even omitted any reference to slaves in his autobiography.

Two points that Professor Waldstreicher made were especially interesting to me. First, he stated that Ben Franklin himself was a runaway indentured servant, though I had never considered that before. I knew Franklin had been apprenticed to his brother in his print shop and they hadn’t gotten along very well, so Franklin left Boston and went to Philadelphia to start on his own. The professor also noted that Franklin had made a good portion of his fortune from classified ads that advertised the sale of slaves. Since it was difficult to actually collect subscription fees to his newspaper, the revenue from ads was his most reliable and lucrative form of income. We had a special treat of Dunkin’ doughnuts and coffee, thanks to our professors. Very nice surprise.

“The Great American Slave Rebellion” or the “Banned from Gettysburg” lecture was next on the agenda. Robert Eng’s objective was to dispel two myths that he said are believed as strongly by blacks as by whites in this country: 1) Lincoln freed the slaves and 2) the Emancipation Proclamation was genius. The professor said that the slaves actually freed themselves by joining the Union Army and providing intelligence to the North. Some 25,000 slaves escaped to the Union Army. It would have been too dangerous to let slaves believe they had facilitated their own freedom, as the common belief was that they would continue their rebellion. He also gave us access to an electronic archive that he helped create with over 270 documents including broadsides, full text articles, cartoons, and speeches. This will be an awesome resource for classroom use.

 

                 

                                  

The afternoon was spent visiting sites we might have missed earlier in the historic downtown area. One of the best things about traveling with so many people is that there is always a group to join. After Elfreth’s Alley, some wanted to go to Penn’s Landing, so I joined another group. We slowly wandered the sites in the heat and we all agreed our pace was perfect. Lauren, Brian, Becky, Donna, Marie and I toured the cemetery at Christ Church where several signers are buried including Ben Franklin. We also returned to Franklin Court where Franklin’s house once stood. Excerpts from letters between Franklin and his wife were telling about their relationship even though they were separated by the Atlantic Ocean for many years during their marriage. I would love to study Franklin in more depth. He is one of the most interesting men I am aware of. The fact that he didn’t patent any of his many inventions astounds me. Rather than profiting from his genius, he thought he already had more than enough money, so he put his inventions out there for the benefit of the general public. One more trip to the Pemberton Bookstore to add to my ever-growing resources for the classroom. I can’t wait to share what I’ve learned with my students!

 

Elfreth's Alley

 

 

 

 

 

 

 

 

                               

 

 

  

This morning we headed for Delaware, destination: Winterthur (pronounced winter-tour), an absolutely amazing museum and gardens. Winterthur is the estate of the DuPont’s whose family fortune was made from gunpowder and dynamite and evolved into the DuPont Chemical Corporation. The estate also is the home of an outstanding research library of American culture. 

 Our first two hours were spent with Kathy Matson who lectured about the “Consumer Revolution” which began in the 1740s-1750s in North America. Things changed so much she said it was noticeable, and people noticed and commented on it.

 For the first time in history, people were beyond survival and a mode of self-sufficiency and began to purchase goods for consumption. This all revolved around trade in the Atlantic World (rim). Since I have grown up in time where most goods have been readily available, it was interesting to think of living in a time when it would be a novel experience to be able to purchase something rather than relying on self, bartering, or going without.

 Kathy Matson was quick to point out that all of the commodities that drove the trade around the Atlantic Rim were things that people didn’t need, but wanted: sugar, alcohol, tobacco, and indigo; definitely a pattern of consumerism that persists today. 

We got to tour the fifth floor of the DuPont mansion, which was only a small fraction of the house. The house has 175 rooms! When DuPont’s collections of Americana drew too many visitors, the daughters said it was too much; it was like living in a museum. So DuPont built a “cottage” for the family – a mere 75 rooms!

 We did some hands-on activities that would work great in the classroom – hope we can get copies. I know my students would enjoy the bartering that goes on at the general store. Activities where the students actually participate are much more meaningful experiences for them; actually we all seem to learn more when we are engaged rather than just listening to a lecture.

The contrast between the DuPont lifestyle and that of the Amish is one that was hard to miss. No two ways of life could be more opposite. Where the Amish avoid the material world, DuPont devoted his life and fortune to collecting the material goods that represent American life in different times and places. He paid so much attention to the smallest details. The film about the estate said that he even had his staff coordinate the flowers with the china being used, and he insisted that no type of flower be used more than once during his guests’ visits!

 

 

 

 

 

 

 

The American Philosophical Society, founded by Benjamin Franklin in 1743 (originally called the Junta), is the “nation’s oldest and most prestigious learned society.”  It was a group that promoted self-education and served as a business network. Members would gather to discuss current events and assigned essays. By deconstructing others’ writings they learned how to reason and improve their own writing. I already use a similar method to this approach in the classroom, where students create an outline from an expository writing piece. Now I can let them know that Franklin did the same thing to become a better writer.

Our next stop was the Kent Atwater Museum which is the official museum for three hundred years of Philadelphia history. I will share the story of “The Liberation of Jane Johnson” with my students, as the version we were given is relatively short but gives a primary source accounting of how the Underground Railroad actually worked to free slaves.

 

 After seeing real shackles up close, complete with the lock, I would like to simulate this type of confinement for my students to experience. So far, I can envision using two sets of handcuffs in the middle to restrict their hands and perhaps two ropes on either side of their hands to restrict their feet. Perhaps using a broomstick or large dowel would work. Staying in this position for as little as ten minutes would definitely make an impression on fifth graders. Having several students confined in a small space simultaneously would be even more effective.

 

Today was quite the learning experience in Amish country, Lancaster County, Pennsylvania. After lunch and a bit of shopping, we saw two short films about the Amish and the Mennonites. There are several lessons that could evolve from this experience.

One way to approach teaching about these ways of life is the misunderstandings that exist out of ignorance and the tendency to stereotype groups we perceive to be different. In one of the films, a few examples of insensitive remarks made by others were given. One man said he and his wife were working in their garden, when a lady with a camera around her neck and standing directly on top of one of their tomato plants asked, “Are you one of the real ones?” Another common question is, “Do like being so backward?” or “Why are you so backward?” This demonstrates a total disrespect and lack of any understanding of how their religion is their way of life.

 

We were lucky to have had a feisty little ninety-year-old lady as our tour guide today by the name of Ada Fischer. She reiterated the basic differences between Amish, Amish Mennonite, and Mennonite, the first being the most conservative of the three. Ada was born and raised Old Order Amish, but she and her husband decided to become Amish Mennonite after several years of marriage. This meant they were excommunicated and then shunned by their community. Ada explained that meant she and her husband could not help others in that group, though they could receive help from them, if need be.

 

The Amish could be compared/contrasted to/with the Puritans, Mormons, Jews, Native Americans or any other religious group, sect, nationality or ethnic group that students already have learned about. Their Amish and Mennonite histories date back to the Reformation and they left Europe to escape religious persecution.

 

Many people could tell you the Amish don’t have electricity or drive cars, but few probably know why. The two most important words for the Amish are “unity” and “community.” They are interested only in preserving their way of life and they believe a sense of belonging and family life are most important. Their view of technology is that machines separate people more than they bring them together. That was a choice they made long ago, and compared to most of us with computers, cell phones, video games, and iPods, it does look like they may be onto something when we see how busy, hurried, stressed, and disconnected from one another a lot of us have become.

 

We had an outstanding meal at Stoney Ridge Acres prepared and served by an Amish family. The huge spread included ham balls, chicken, the best mashed potatoes, peppered cabbage, applesauce, bread, and more. We even had apple pie, carrot cake, and ice cream! The family was delightful and sang a few songs for us after dinner. Their twelve-year-old daughter had a strong, clear voice and carried the group. As we watched their two youngest children riding their tricycles all around, I really “got” why it would be offensive to take their pictures; it would be disrespectful of who they are as a people and individuals to take pictures and share them as if they were some sort of side show. I have much respect for them and glad I learned about their way of life in such a dignified way.

 

 

 

                                                                       

Today has been quite relaxing, though very educational. Linda, our tour guide at the Philadelphia Museum of Art, was quite knowledgeable about the evolution of American art. Art is an area that I don’t even pretend to know much about, so it is always helpful to have someone that can point out subtleties that I probably would not notice on my own.

It was also interesting to note the different messages that can be inferred depending on the props/perspectives an artist chose to include. The evolution of artistic styles has a lot of potential for visual learning and how it reflects what is going on during the corresponding historical period. “Rachel Weeps” was a powerful portrayal of the tragedy of the smallpox epidemic and the mother’s genuine grief for the loss of her baby.

 

 

We had a great time at The New Deck Irish Pub which has become a favorite spot of the Colorado teacher “locals.” Thirteen of us (plus four) ended up at the same spot for dinner tonight. There was a lot of discussion about future trips including Atlanta, Chicago, New York and Virginia. There is no better way to do this because we know that the quality of the teacher has the most influence on student achievement.

 

 

Off to Amish country in the a.m.; learning about a culture that is traditional in a contemporary world should be quite interesting. I’m curious about what  is expected from us and what is not.

 

 

Photos to  come….

The morning with Carol Berkin was delightful. She is an engaging speaker, and I learned a lot in two quick hours. She explained how every country has a “birth myth,” and we are no exception. Berkin’s admiration for the authors of the Constitution is genuine and, she clarified many misconceptions about who these men were and what motivated them. She was quick to point out that these were ordinary men who were of wealth and privilege, and because of their positions in life were the best educated and possessing the most knowledge. Of the fifty-six who attended the convention in1787, she only considers a handful to be truly brilliant including Alexander Hamilton, Benjamin Franklin, Gouverneur Morris, and James Wilson.

 

 

 

 

Berkin also made it clear that the main reason for all the compromises was their awareness that it was necessary to do everything they could to prevent the abuse of power. Since they had risked their lives and fortunes for the Revolution, they were not about to give too much power to any one entity. The irony of this is that they were actually working to limit the power of themselves since they would undoubtedly be the first leaders of the new nation.

 

A most important point to get across to students is that the Constitution is a living document that has evolved over time. The founding fathers once again had the foresight to realize that future generations would need to deal with issues in the future they could not predict.

 

Carol Berkin again reminded us when you study history you have to look at the way people thought in that time and the contemporary social norms. The “Monday morning quarterback” syndrome is not the way to study history and get any real understanding of the story.

 

My goal in the classroom is going to be to really shake up my lesson plans.  Most students think history is boring, and that is because of the traditional way it has been taught. Even though I have been fortunate enough to have visited some of these historical sites, somehow there is still a tendency to use the textbook and lectures too often. On these trips, we as teachers are more engaged and experience more meaningful learning we are not passive participants; my students deserve the same opportunities.

 

The National Constitution Center is not sponsored by the government; it is a private museum on public land. President Reagan authorized the concept to move forward in September, 1988, and the center opened July 4, 2003. What an amazing resource for everyone! Though we can’t actually take our students to the center, the online resources and interactive games will definitely be a hit. Any teacher who reads this and wasn’t able to be on this trip, check out constitutioncenter.org. Ideas for the upcoming election are also there.

The morning with Carol Berkin was delightful. She is an engaging speaker, and I learned a lot in two quick hours. She explained how every country has a “birth myth,” and we are no exception. Berkin’s admiration for the authors of the Constitution is genuine and, she clarified many misconceptions about who these men were and what motivated them. She was quick to point out that these were ordinary men who were of wealth and privilege, and because of their positions in life were the best educated and possessing the most knowledge. Of the fifty-six who attended the convention in1787, she only considers a handful to be truly brilliant including Alexander Hamilton, Benjamin Franklin, Gouverneur Morris, and James Wilson.

 

 

 

 

Berkin also made it clear that the main reason for all the compromises was their awareness that it was necessary to do everything they could to prevent the abuse of power. Since they had risked their lives and fortunes for the Revolution, they were not about to give too much power to any one entity. The irony of this is that they were actually working to limit the power of themselves since they would undoubtedly be the first leaders of the new nation.

 

A most important point to get across to students is that the Constitution is a living document that has evolved over time. The founding fathers once again had the foresight to realize that future generations would need to deal with issues in the future they could not predict.

 

Carol Berkin again reminded us when you study history you have to look at the way people thought in that time and the contemporary social norms. The “Monday morning quarterback” syndrome is not the way to study history and get any real understanding of the story.

 

My goal in the classroom is going to be to really shake up my lesson plans.  Most students think history is boring, and that is because of the traditional way it has been taught. Even though I have been fortunate enough to have visited some of these historical sites, somehow there is still a tendency to use the textbook and lectures too often. On these trips, we as teachers are more engaged and experience more meaningful learning we are not passive participants; my students deserve the same opportunities.

 

The National Constitution Center is not sponsored by the government; it is a private museum on public land. President Reagan authorized the concept to move forward in September, 1988, and the center opened July 4, 2003. What an amazing resource for everyone! Though we can’t actually take our students to the center, the online resources and interactive games will definitely be a hit. Any teacher who reads this and wasn’t able to be on this trip, check out constitutioncenter.org. Ideas for the upcoming election are also there.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Princeton Battlefield State Park is a beautiful setting for a most important battle in the American Revolution. General George Washington personally led his troops in this battle that came at a time (January 3, 1777) when things were not looking good for the patriots.  It is said that one of Washington’s aides rode his horse to lead the charge against the British and disappeared into the hanging cloud of smoke. He was so afraid Washington was going to be shot, he covered his eyes and waited for the worst. He was greatly relieved and rejoiced when his commander later reappeared unscathed. With this victory at Princeton, morale was boosted and 8,000 new recruits joined the Continental Army.

 

The path to the Quaker Meeting House was beautiful. The lushness of the Northeast is breathtaking. Everywhere you look you see green; the mammoth trees, expansive lawns, ivy, and the variety of vibrant and fragrant flowers are such a contrast to the Southwest. The trail ended at a Quaker cemetery where the headstones are plain and simple true to their beliefs.

 

 

 

 

 

 

 

 

 

 

 

 

Princeton, New Jersey, is a most picturesque small town and the hometown of Professor Rees, Princeton University, Conte’s Pizza, and where Albert Einstein lived and worked the last years of his life. The Ivy League colleges were all founded to educate lawyers and ministers for the colonies; Princeton’s main purpose was to educate ministers for the Presbyterian Church. The architecture is outstanding and varied from the Gothic style of the chapel to the symmetry of the Georgian buildings. Princeton’s geographical location contributed to its economic growth in the 1700s because it was the midpoint between New York and Philadelphia.

 

 

                                                                                                             

NOTE: This is lined up evenly when I edit. Will fix when I figure it out.

The winter at Valley Forge is known by most Americans as a time of great suffering for the Continental Army under the command of General George Washington. Why do we remember it?

 

Take this quiz and test your knowledge of what really happened:

 

 

 

1. The Revolutionary War lasted from 1776-1783, eight long years. During the winter of which year was Valley Forge occupied?

            a. first                                                  b. third

            c. last                                                   d. fifth

 

 

 

 

 

 

 

 

 

2. During the winter at Valley Forge, how many cabins did the army build?

            a. less than 100                                    b. 200

            c. 350                                                  d. over 1,000

 

3. The length of the encampment was  _______ .

            a. 500 yards                                         b. ½ mile

            c. 3 miles                                             d. 1 ½  miles

 

4. __________ men died at Valley Forge in 4 ½   months.

            a. 75-100                                             b. 250-300

            c. 1700                                                            d. 450-500

 

5. How many loaves of bread were baked each day at Valley Forge?

            a. 200-300                                           b. 750-1000

            c. 12,000-14,000                                 d. 3,000-4,000

 

6. How many men slept in each cabin?

            a. 1-3                                                   b. 3-5

            c. 4-5                                                   d. 10-12

 

7. How long did it take a soldier to reload his musket?             

            a. 1 minute                                          b. 1½ minutes

            c. 30 seconds                                       d. 15 seconds

                                                                                                  

8. Most of the casualties at Valley Forge were from____________.

            a. starvation                                  b. exposure (freezing to death)

            c. disease                                     d. being wounded

 

 

 

 

 

 

 

 

 

 

9.  In the spring the troops rejoiced when the soldiers got word that______________.

            a. more provisions were on the way    b. France had formed an alliance with them

            c. each of them would get a horse      d. their new uniforms had arrived

 

10. General von Steuben’s influence on the army included:

            a. standardizing weapons and supplies b. establishing common commands

            c. the birth of a professional army        d. all of the above

 

 

 

Answers:

 

1. (a) The winter at Valley Forge occurred from 1777-1778, the third year of the war. It is remembered in history because of the high death toll and the romanticizing of the story to teach lessons of perseverance.

 

2. (d) The troops built a small city with upwards of 1,000 cabins complete with bunks and fireplaces. Many accounts record the comfort of living in the cabins and the pride the soldiers had in building them. They also constructed five redoubts (earthen forts), miles of trenches and a bridge that spanned the Schuylkill River.

 

3. (c) The length of the encampment was approximately three miles, and the perimeter measured over seven miles.

 

4. (c) Over 1,700 of the 12,000 men encamped at Valley Forge died between December, 1777, and May, 1778. This was the highest death toll recorded during the eight years of the Revolutionary War.

 

5. (c) 12,000 to 14,000 loaves of bread were baked every day. 600 men baked in three 8-hour shifts, seven days a week to help feed the army.

 

6. (d) Ten to twelve men occupied each cabin. The soldiers slept two or three across on the same level of the bunk beds. The beds were made of wooden slats covered with hay. Considering the men were issued soap only twice a month, and military regulations only required them to wash from elbows to fingertips and their faces, they were not living in the most sanitary conditions.

 

7. (d) Despite all the steps involved to ready a musket, a well-trained soldier could fire, reload, and fire again within fifteen seconds. The musket balls could travel up to 800 yards. It was necessary to have two opposing teeth in order to bite off the end of the gun powder packets.

 

8. (c) Contrary to the myths associated with Valley Forge, disease was the major cause of death in the camp; starvation and exposure were not the main reasons for casualties. In fact, flu, typhus, typhoid fever and dysentery claimed nearly 2/3 of the victims in the warmest months of March, April, and May when provisions were at their highest level.

 

9. (b) France formally recognized the United States as a sovereign power and agreed to help fight the British in early May of 1778. This news further uplifted the soldiers’ morale and commitment to their cause.

 

10. (d) Von Steuben standardized many procedures, weapons, and protocols at Valley Forge. Once the majority of soldiers had the same muskets, for example, supplying ammunition was no longer such a nightmare. Basic commands were unified under one system and became more effective. Thirteen different armies arrived at Valley Forge and one professional army emerged to continue the fight much more effectively.