Posts
From: Gary Dei Rossi [mailto:gdeirossi@sjcoe.net]
Welcome to the CISC History-social science report. The attached items include:
*an article by Nat Hentoff concerning the youth vote that appeared in the Sacramento Bee on Oct. 31
*"Not by Votes Alone", an article by Ted McConnell (one of the keynote speakers at last year’s Asilomar Conference) on the importance of civic education
*the CISC history-social science minutes from the Nov. 6th meeting, including…
-History-Social Science Framework Revision Committee meetings
-Supplemental instructional materials for Native Americans
-CDE History-SS newsletter
-CCSS awards applications for excellence in History-SS education
-2009 CCSS conference
-CCSS pre-conference event on Closing the Achievement Gap
-Upcoming 3R’s program events
-Civic education resources
-National service learning standards
-Media and Democracy project
-Five Freedoms Project (a Leadership & Youth Media project)
*the latest CA 3Rs Bulletin on Student Religious Expression in School Assignments
*the CA 3Rs calendar for this year.
Gary F. Dei Rossi
Co-Chair CISC History Social Science Committee
Thursday, November 20, 2008
Lincoln Exhibit
From: Todd Greenspan <Todd.Greenspan@ucop.edu>
The California Museum at 1020 O St. reports having been selected by the Library of Congress as the first of five institutions to host the Abraham Lincoln Bicentennial Exhibition that will be travelling through the states next year. The exhibit celebrating our sixteenth president's 200th birthday will be in Sacramento from June24 to Aug. 24 for its only stop west of The Rockies. Lincoln's Emancipation Proclamation will serve as the centerpiece of the 3500 square-foot exhibit. Some less heralded historical items will be on display as well, such as the contents of his pockets the night he was assassinated. Along with Sacramento , the exhibit stops in Chicago, Indianapolis , Atlanta and Omaha.
Contact: Ashley Robinson 916-651-3030.
The California Museum at 1020 O St. reports having been selected by the Library of Congress as the first of five institutions to host the Abraham Lincoln Bicentennial Exhibition that will be travelling through the states next year. The exhibit celebrating our sixteenth president's 200th birthday will be in Sacramento from June24 to Aug. 24 for its only stop west of The Rockies. Lincoln's Emancipation Proclamation will serve as the centerpiece of the 3500 square-foot exhibit. Some less heralded historical items will be on display as well, such as the contents of his pockets the night he was assassinated. Along with Sacramento , the exhibit stops in Chicago, Indianapolis , Atlanta and Omaha.
Contact: Ashley Robinson 916-651-3030.
Important News from T4SJ!
From: Teachers 4 Social Justice [mailto:teachers4socialjustice@yahoo.com]
Please join T4SJ in one of the following ways:
1. SUPPORT THE DREAM OF LATINO STUDENTS! We need you to help send a message to the Hispanic Scholarship Fund:
"Open ALL Hispanic Scholarship Fund Scholarships to Undocumented Students!"
Protest, HSF Headquarters!!! We won't stand for discrimination!!!
When: Thursday, November 20, 2008 - 4:30pm
Where: 55 Second St., San Francisco, CA, for a map: http://tinyurl.com/5663xv
Website: http://www.openhsfscholarships.pbwiki.com
Please, sign the petition online:
http://www.petitiononline.com/2college/
2. SAY YES TO PUBLIC EDUCATION, SAY NO TO PRIVATIZATION!
Today, we celebrate Barack Obama's momentous election as President of the United States. Our vision of educational justice, access, opportunity, and equity includes having a Department of Education whose officials embrace the idea of a quality education as part of the common good.
T4SJ is one of 6 groups working together nationally for educational justice. Find out more about the above statement and sign on! Please visit our website at http://www.teacheractivistgroups.org/ to sign the online petition to keep public education public!!
3. T4SJ Monthly General Meeting - COME GET INVOLVED!
Wednesday, November 12th, 2008 * 6-8pm * 523 Dolores Street, SF
For more info on this and the events above, visit http://www.t4sj.org and click on our Upcoming Events page.
Please join T4SJ in one of the following ways:
1. SUPPORT THE DREAM OF LATINO STUDENTS! We need you to help send a message to the Hispanic Scholarship Fund:
"Open ALL Hispanic Scholarship Fund Scholarships to Undocumented Students!"
Protest, HSF Headquarters!!! We won't stand for discrimination!!!
When: Thursday, November 20, 2008 - 4:30pm
Where: 55 Second St., San Francisco, CA, for a map: http://tinyurl.com/5663xv
Website: http://www.openhsfscholarships.pbwiki.com
Please, sign the petition online:
http://www.petitiononline.com/2college/
2. SAY YES TO PUBLIC EDUCATION, SAY NO TO PRIVATIZATION!
Today, we celebrate Barack Obama's momentous election as President of the United States. Our vision of educational justice, access, opportunity, and equity includes having a Department of Education whose officials embrace the idea of a quality education as part of the common good.
T4SJ is one of 6 groups working together nationally for educational justice. Find out more about the above statement and sign on! Please visit our website at http://www.teacheractivistgroups.org/ to sign the online petition to keep public education public!!
3. T4SJ Monthly General Meeting - COME GET INVOLVED!
Wednesday, November 12th, 2008 * 6-8pm * 523 Dolores Street, SF
For more info on this and the events above, visit http://www.t4sj.org and click on our Upcoming Events page.
New Podcast: Washington's Crossing
From: Gilder Lehrman Institute [mailto:gli@gilderlehrman.org]
Historians on the Record
Audio Podcasts from the Gilder Lehrman Institute
Since 1996, the Gilder Lehrman Historians' Forums have presented dozens of eminent historians discussing their latest books. Now you can hear these lectures on your computer or on a portable media player.
David Hackett Fischer
Washington’s Crossing
January 10, 2005, at the The New-York Historical Society
Most Americans know George Washington’s December 1776 crossing of the Delaware from the famous painting by Emmanuel Gottlieb Leutze, which depicts Washington standing bravely in a rowboat on stormy waters. David Hackett Fischer, author of Washington’s Crossing, looks beyond the famous painting to the events of that tumultuous month. One of Washington's great strengths was his ability to lead men from different regions and walks of life. He was also known for his humane treatment of British prisoners -- treatment that the British did not reciprocate with American prisoners.
Gilder Lehrman Institute | 19 West 44th Street, Suite 500 | New York | NY | 10036
Historians on the Record
Audio Podcasts from the Gilder Lehrman Institute
Since 1996, the Gilder Lehrman Historians' Forums have presented dozens of eminent historians discussing their latest books. Now you can hear these lectures on your computer or on a portable media player.
David Hackett Fischer
Washington’s Crossing
January 10, 2005, at the The New-York Historical Society
Most Americans know George Washington’s December 1776 crossing of the Delaware from the famous painting by Emmanuel Gottlieb Leutze, which depicts Washington standing bravely in a rowboat on stormy waters. David Hackett Fischer, author of Washington’s Crossing, looks beyond the famous painting to the events of that tumultuous month. One of Washington's great strengths was his ability to lead men from different regions and walks of life. He was also known for his humane treatment of British prisoners -- treatment that the British did not reciprocate with American prisoners.
Gilder Lehrman Institute | 19 West 44th Street, Suite 500 | New York | NY | 10036
ORIAS History Through Literature Working Group
From: ORIAS [mailto:orias@berkeley.edu]
Reminder - Three free slots left in the History Through Literature working group on collected tales – 1001 Arabian Nights and the Buddhist Jataka
http://orias.berkeley.edu/2009/2009HistoryLiteratureHome.htm
Michele Delattre, Program Representative
University of California Berkeley
ORIAS (Office of Resources for International and Area Studies
2223 Fulton Street Room 338 #2324
Berkeley CA 94720-2324
510-643-0868
http://orias.berkeley.edu
orias@berkeley.edu
Reminder - Three free slots left in the History Through Literature working group on collected tales – 1001 Arabian Nights and the Buddhist Jataka
http://orias.berkeley.edu/2009/2009HistoryLiteratureHome.htm
Michele Delattre, Program Representative
University of California Berkeley
ORIAS (Office of Resources for International and Area Studies
2223 Fulton Street Room 338 #2324
Berkeley CA 94720-2324
510-643-0868
http://orias.berkeley.edu
orias@berkeley.edu
The Gettysburg Address
FEATURED DOCUMENT: THE GETTYSBURG ADDRESS
145 years ago, on November 19, 1863, four months after the Battle of Gettysburg, a ceremony was held to dedicate a cemetery for the Union dead. President Lincoln had been invited to make a "few appropriate remarks" at the cemetery's consecration. Drawing upon the biblical concepts of suffering, consecration, and resurrection, he described the war as a momentous chapter in the global struggle for self-government, liberty, and equality. To examine an early printing of this address from the Gilder Lehrman Collection, click here:
http://www.gilderlehrman.org/collection/docs_current.html
LINCOLN RESOURCES
Celebrate the 200th anniversary of Abraham Lincoln’s birth this February 2009 with resources from the Gilder Lehrman Collection. Resources include:
*The new 2009 Lincoln calendar, featuring images of people and events in the President’s life and a historical fact about Lincoln for every day of the year.
*Document booklets, such as Wilberforce, Lincoln, and the Abolition of Slavery.
*Posters featuring photographs of Lincoln as well as some of his most famous documents.
*Abraham Lincoln: History in a Box, which includes a resource book and CD of documents, artwork, maps, study questions, posters, and an interactive DVD.
All Gilder Lehrman resources can be found in the History Shop:
http://www.gilderlehrmanstore.org
You can also sign up to receive the Abraham Lincoln Bicentennial Commission's free classroom poster. The front side, suitable for classroom display, is a portrait of Lincoln, while the reverse contains resources for educators, offering suggestions for incorporating Lincoln's legacy into the classroom. To request this poster, please call (202) 707-6998 or visit the "For Teachers" page on the Bicentennial Commission's website:
http://www.abrahamlincoln200.org
145 years ago, on November 19, 1863, four months after the Battle of Gettysburg, a ceremony was held to dedicate a cemetery for the Union dead. President Lincoln had been invited to make a "few appropriate remarks" at the cemetery's consecration. Drawing upon the biblical concepts of suffering, consecration, and resurrection, he described the war as a momentous chapter in the global struggle for self-government, liberty, and equality. To examine an early printing of this address from the Gilder Lehrman Collection, click here:
http://www.gilderlehrman.org/collection/docs_current.html
LINCOLN RESOURCES
Celebrate the 200th anniversary of Abraham Lincoln’s birth this February 2009 with resources from the Gilder Lehrman Collection. Resources include:
*The new 2009 Lincoln calendar, featuring images of people and events in the President’s life and a historical fact about Lincoln for every day of the year.
*Document booklets, such as Wilberforce, Lincoln, and the Abolition of Slavery.
*Posters featuring photographs of Lincoln as well as some of his most famous documents.
*Abraham Lincoln: History in a Box, which includes a resource book and CD of documents, artwork, maps, study questions, posters, and an interactive DVD.
All Gilder Lehrman resources can be found in the History Shop:
http://www.gilderlehrmanstore.org
You can also sign up to receive the Abraham Lincoln Bicentennial Commission's free classroom poster. The front side, suitable for classroom display, is a portrait of Lincoln, while the reverse contains resources for educators, offering suggestions for incorporating Lincoln's legacy into the classroom. To request this poster, please call (202) 707-6998 or visit the "For Teachers" page on the Bicentennial Commission's website:
http://www.abrahamlincoln200.org
Online Workshops from the National Humanities Center
National Humanities Center
Online Resource Workshops
for High School Teachers of
U.S. History and American Literature
Spring 2009
Want to learn more about teaching primary documents in U.S. history classes?
Want to explore thematic connections between American literature and U.S. history?
Want to bring art into your history or literature lessons?
Sign up for a live, online resource workshop from the National Humanities Center.
The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running sixty to ninety minutes, they are conducted through lecture and discussion using conferencing software.
A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all you need is a computer with an internet connection, a speaker, and a microphone.
Enrollment in each workshop is limited to eighteen participants.
Ten to thirty-five pages of reading
$35 registration fee (The registration fee may be paid by a school, district, professional development consortium, Teaching American History project, or other organization.)
The National Humanities Center will supply documentation for certificate renewal credit (including technology CEUs).
For information about group participation, contact Richard R. Schramm, Vice President for Education Programs, National Humanities Center, at rschramm@nationalhumanitiescenter.org.
SCHEDULE
Jacob Riis and Progressive Reform
In what ways is Jacob Riis's How the Other Half Lives a document of progressive reform?
What does How the Other Half Lives tell us about urbanization and immigration?
How does Riis use photography in How the Other Half Lives?
Leader:
Joy Kasson
National Humanities Center Fellow
Professor of American Studies, University of North Carolina at Chapel Hill
Date and Time: January 8, 2009; 6 p.m. (EST)
Registration Deadline: December 12, 2008 » Register now
Industrialization and Progressivism
What constituted progress during the Progressive era?
How did Americans define the "old" and "new," "backward" and "progressive" during this period?
How did economic and industrial ideas and methods influence other areas of American life during the Progressive era?
Leader:
Henry Binford
National Humanities Center Fellow
Associate Professor of History, Northwestern University
Date and Time: January 22, 2009; 6 p.m. (EST)
Registration Deadline: January 5, 2009 » Register now
Community in African American Culture: 1917-1968
How was African American community constructed during this period?
Under what circumstances was it created?
How did evolving concepts of community affect and reflect notions of African American identity?
Leader:
Stephanie Shaw
National Humanities Center Fellow
Professor of History, Ohio State University
Date and Time: February 12, 2009; 6 p.m. (EST)
Registration Deadline: January 16, 2009 » Register now
What It Meant to Be Enslaved
What did it mean to be enslaved in the United States?
How did the enslaved respond to bondage?
How did labor shape their daily lives?
In what ways did the enslaved resist bondage?
How did the enslaved maintain their identities?
Leader:
Daina Berry
National Humanities Center Fellow
Professor of History, Michigan State University
Date and Time: February 19, 2009; 6 p.m. (EST)
Registration Deadline: January 23, 2009 » Register now
Teaching African American History with WPA Slave Narratives
What do recollections of formerly enslaved people, gathered by the Works Progress Administration in the 1930s, tell us about slavery in America?
What interpretative challenges do the WPA slave narratives pose?
How can the WPA slave narratives be used with students?
Leader:
Marianne Wason
Assistant Director, Education Programs
National Humanities Center
Date and Time: February 26, 2009; 6 p.m. (EST)
Registration Deadline: February 6, 2009 » Register now
Civil War Home Fronts
How did the total mobilizations of the Civil War affect the northern and southern home fronts?
What was life like for women on the northern and southern home fronts?
What was life like for African Americans on the northern and southern home fronts?
Leader:
W. Fitzhugh Brundage
National Humanities Center Fellow
Umstead Professor of History, University of North Carolina at Chapel Hill
Date and Time: March 12, 2009; 6 p.m. (EST)
Registration Deadline: February 20, 2009 » Register now
Life on an Antebellum Plantation
How did the self-contained environment of a plantation--its layout, buildings, isolation, and use of the land--influence the lives and self-image of the enslaved?
What made a plantation "home?" What made a plantation "hell"?
How did a slave reconcile "home" and "hell"?
What can plantation photographs tell us about plantation life?
Leader:
John Vlach
Professor of American Studies, George Washington University
Date and Time: March 26, 2009; 6 p.m. (EST)
Registration Deadline: March 6, 2009 » Register now
Native American and European Power Rivalries in North America: 1690-1763
By 1690 what factors and issues dominated European-Native American relationships throughout North America?
How had these relationships changed by the end of the British imperial wars in 1763?
How did these changes influence British America on the eve of the Revolution?
How did these changes influence Native American culture and politics?
Leader:
Alan Taylor
National Humanities Center Fellow
Professor of History, University of California, Davis
Date and Time: April 7, 2009; 6 p.m. (EST)
Registration Deadline: March 20, 2009 » Register now
Art and American Identity: 1690-1789
In 1690, to what extent were the arts and material culture of the British Atlantic colonies "American"? To what extent were they "American" by 1789?
What major factors defined the evolution in American arts and material culture in this period?
To what extent did this evolution reflect the changing self-image of Americans?
Leader:
Maurie McInnis
Professor of Art History, University of Virginia
Date and Time: April 23, 2009; 6 p.m. (EST)
Registration Deadline: April 3, 2009 Register now
Online Resource Workshops
for High School Teachers of
U.S. History and American Literature
Spring 2009
Want to learn more about teaching primary documents in U.S. history classes?
Want to explore thematic connections between American literature and U.S. history?
Want to bring art into your history or literature lessons?
Sign up for a live, online resource workshop from the National Humanities Center.
The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running sixty to ninety minutes, they are conducted through lecture and discussion using conferencing software.
A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all you need is a computer with an internet connection, a speaker, and a microphone.
Enrollment in each workshop is limited to eighteen participants.
Ten to thirty-five pages of reading
$35 registration fee (The registration fee may be paid by a school, district, professional development consortium, Teaching American History project, or other organization.)
The National Humanities Center will supply documentation for certificate renewal credit (including technology CEUs).
For information about group participation, contact Richard R. Schramm, Vice President for Education Programs, National Humanities Center, at rschramm@nationalhumanitiescenter.org.
SCHEDULE
Jacob Riis and Progressive Reform
In what ways is Jacob Riis's How the Other Half Lives a document of progressive reform?
What does How the Other Half Lives tell us about urbanization and immigration?
How does Riis use photography in How the Other Half Lives?
Leader:
Joy Kasson
National Humanities Center Fellow
Professor of American Studies, University of North Carolina at Chapel Hill
Date and Time: January 8, 2009; 6 p.m. (EST)
Registration Deadline: December 12, 2008 » Register now
Industrialization and Progressivism
What constituted progress during the Progressive era?
How did Americans define the "old" and "new," "backward" and "progressive" during this period?
How did economic and industrial ideas and methods influence other areas of American life during the Progressive era?
Leader:
Henry Binford
National Humanities Center Fellow
Associate Professor of History, Northwestern University
Date and Time: January 22, 2009; 6 p.m. (EST)
Registration Deadline: January 5, 2009 » Register now
Community in African American Culture: 1917-1968
How was African American community constructed during this period?
Under what circumstances was it created?
How did evolving concepts of community affect and reflect notions of African American identity?
Leader:
Stephanie Shaw
National Humanities Center Fellow
Professor of History, Ohio State University
Date and Time: February 12, 2009; 6 p.m. (EST)
Registration Deadline: January 16, 2009 » Register now
What It Meant to Be Enslaved
What did it mean to be enslaved in the United States?
How did the enslaved respond to bondage?
How did labor shape their daily lives?
In what ways did the enslaved resist bondage?
How did the enslaved maintain their identities?
Leader:
Daina Berry
National Humanities Center Fellow
Professor of History, Michigan State University
Date and Time: February 19, 2009; 6 p.m. (EST)
Registration Deadline: January 23, 2009 » Register now
Teaching African American History with WPA Slave Narratives
What do recollections of formerly enslaved people, gathered by the Works Progress Administration in the 1930s, tell us about slavery in America?
What interpretative challenges do the WPA slave narratives pose?
How can the WPA slave narratives be used with students?
Leader:
Marianne Wason
Assistant Director, Education Programs
National Humanities Center
Date and Time: February 26, 2009; 6 p.m. (EST)
Registration Deadline: February 6, 2009 » Register now
Civil War Home Fronts
How did the total mobilizations of the Civil War affect the northern and southern home fronts?
What was life like for women on the northern and southern home fronts?
What was life like for African Americans on the northern and southern home fronts?
Leader:
W. Fitzhugh Brundage
National Humanities Center Fellow
Umstead Professor of History, University of North Carolina at Chapel Hill
Date and Time: March 12, 2009; 6 p.m. (EST)
Registration Deadline: February 20, 2009 » Register now
Life on an Antebellum Plantation
How did the self-contained environment of a plantation--its layout, buildings, isolation, and use of the land--influence the lives and self-image of the enslaved?
What made a plantation "home?" What made a plantation "hell"?
How did a slave reconcile "home" and "hell"?
What can plantation photographs tell us about plantation life?
Leader:
John Vlach
Professor of American Studies, George Washington University
Date and Time: March 26, 2009; 6 p.m. (EST)
Registration Deadline: March 6, 2009 » Register now
Native American and European Power Rivalries in North America: 1690-1763
By 1690 what factors and issues dominated European-Native American relationships throughout North America?
How had these relationships changed by the end of the British imperial wars in 1763?
How did these changes influence British America on the eve of the Revolution?
How did these changes influence Native American culture and politics?
Leader:
Alan Taylor
National Humanities Center Fellow
Professor of History, University of California, Davis
Date and Time: April 7, 2009; 6 p.m. (EST)
Registration Deadline: March 20, 2009 » Register now
Art and American Identity: 1690-1789
In 1690, to what extent were the arts and material culture of the British Atlantic colonies "American"? To what extent were they "American" by 1789?
What major factors defined the evolution in American arts and material culture in this period?
To what extent did this evolution reflect the changing self-image of Americans?
Leader:
Maurie McInnis
Professor of Art History, University of Virginia
Date and Time: April 23, 2009; 6 p.m. (EST)
Registration Deadline: April 3, 2009 Register now
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