TEC Teaching American History Program
July 25-29
UMass, Boston: History 3391: Summer 2011
Civics and Reform: Citizenship & the Changing Meaning of Democracy In New England
SYLLABUS FOR SUMMER 2011
Course Description
The summer course will feature a series of case studies that outline how perceptions of
civic responsibilities and individual rights changed over time, with a particular emphasis on these changes in New England.
In-depth site visits with museum educators and historians include the Paul Revere House, Tsongas Industrial History Center, Old Sturbridge Village, and the American Antiquarian Society. Sessions include historical lectures, finding and analyzing primary source documents and artifacts, hands-on education programs and walking tours. The teachers will enrich their teaching of civics and reform and learn new approaches to teaching history. They will develop a lesson that introduces a significant change in view about civics during the time period between the colonial era and the Civil War. Their projects will relate to their earlier projects during the year-long module class. The project will include a short lesson plan developed using the sources from the summer class, a 3-page background essay of explanation of how the lesson will fit into their curriculum and which “Historical Thinking Skills” they are accessing with this lesson, and an annotated bibliography of sources used.
Bus transportation: On July 25th, we will not have a bus. We will convene at 8:45 at the Fairmont Battery Wharf Hotel in the North End.
On all other days, we will have bus service, leaving from TEC (1112 High Street, Dedham) at the following times:
July 26th and 27th (leave at 7:45)
July 28th and 29th (leave at 7:30).
Course Readings Distributed to Participants
July 25th: Revere House
Book, The Whites of Their Eyes by Jill Lepore
Revere House:
Man Behind the Myth Exhibit Cat.
Packet of PRH Gazette Articles
Primary Sources Teacher Packet
July 26th Sturbridge:
Book, The Reshaping of Everyday Lives by Jack Larkin
July 27th
Tsongas:
The Story of an Industrial City (Lowell NHP Guidebook)
The Ten-Hour Movement: Women and the Early Labor Movement (packet)
Lowell National Historical Park Handbooks
July 28th and 29th American Antiquarian Society:
Book, Moralists and Modernizers Steve Mintz
Moralists and Modernizers, 16-78, 117-153.
Beyond Garrison, Bruce Laurie
Beyond Garrison, 1-16 (Introduction), 17-32, 84-124, 254-296.
Resources for Classrooms:
The Boisterous Sea of Liberty, Davis and Mintz
The Words We Live By, Linda R. Monk
Historical Thinking, Sam Wineburg
Bring History Alive, A Sourcebook for the Teaching of United States History
Course Objective
Participants will expand their knowledge of historical figures and physical places related to the changing concepts of civic responsibility and individual rights in New England, and examine how these stories and places can be used in the teaching of American History.
Skills Objectives
- Participants will build on their ability to “think historically” by studying at museums and historic sites in Boston, western Massachusetts, and Lowell.
- Participants will be able to look at the history of the changing view of rights and responsibilities through multiple viewpoints.
- Participants will learn to think critically about civics and reform, both on a large and small scale.
- Participants will share and learn from colleagues in order to improve their teaching of American History.
- Participants will be able to use their new knowledge to improve student learning.
Course Requirements
- Attend all of the course sessions (Monday July 25, 2011 -Friday, July 29, 2011) (absences should be communicated to Rich Young by email, or phone/text 617-584-5697)
- Complete all assigned readings and participate in class discussion.
- Complete the final Civics and Reform course project (additional lessons and scholarly paper to supplement your unit or mini-unit--see outline and checklist attached)
- Meet with Rich Young and/or Tom Brown once during the course week to discuss your team’s project.
- The final Civics and Reform: Citizenship & the Changing Meaning of Democracy In New England project must be submitted no later than:
Friday, August 12, 2011.
Please submit only an electronic copy. Electronic copies should be uploaded to The Story of American Freedom: Civics and Reform Wiki:
Project Submission: Please upload your project in PDF format in 4 parts to your Project Submission Folder. Each of your projects will have a subfolder specifically for your 4-section submission.
Label each of your 4 sections as follows:
(Your team nameSummer2011)Introduction (and Conclusion)
(Your team nameSummer2011)Essays
(Your team nameSummer2011)Unit (topic/title)
(Your team nameSummer2011)List of Resources
Questions?
If you are taking the course for 3 graduate credits (and are part of cohort 3), the TAH Grant Program will cover the cost. Registration forms will be given out during the course week (cost is $305 for those not in cohort3). 67.5 PDPs will be given to everyone who completes all course requirements.
Final Course Project Description:
Each participant will submit one lesson plan and one 3-4 page paper focused on primary source documents, places or artifacts related to the concepts of Civics and Reform: Citizenship and the Changing Meaning of Democracy in New England.Each lesson and paper should enhance your team’s unit or mini-unit from the yearlong “Story of American Freedom” course.
This course will introduce people who tell some aspect of the story of the changing conception of civic responsibility and rights. What do these documents, people, or places tell us about the change in thought? What can we learn about the lives of the individuals and families who lived and worked during the time periods we cover?
During this course, you will also visit museums and view artifacts, documents and historical objects (material culture). How can photographs, documents and objects become windows into the story of the changing notion of rights and responsibilities? How might you use the study of places and objects with your students?
In designing your lesson, please consider how you could integrate new materials and ideas from the coursework as well as the standards for Historical Thinking Skills for your students.
Your team will combine all of your essays and lessons and include an introduction and conclusion.
Please note: this should be organized in such a way that it can be easily used by colleagues in your district and in Cohort 3 of the TEC Teaching American History Program.
Final Project Components & Checklist (3 sections total):
- Introduction & Conclusion, (25%)
(ONE FOR THE ENTIRE TEAM to accompany all lesson plans and essays)
Include a brief introduction/rationale and conclusion to present your team’s individual lessons and historical background essays.
Include the following:
An introduction that states your rationale for choosing these documents related to the Civics and Reform: Citizenship and the Changing Meaning of Democracy in New England. An explanation of how they further enhance your unit/mini-unit from the first course.
A conclusion that is a short summary explaining the significance of the project and what team members have gained through researching and completing it.
2. Historical Background Essays on a document related to Civics and Reform (50%) (ONE per team member)
Each member of the team must submit one 3 page essay. The 3-page background essay should explain how the lesson will fit into their curriculum and which “Historical Thinking Skills” you are accessing with this lesson, and an annotated bibliography of sources used. Sample topics could be a person (ex. William Lloyd Garrison), a place (Revere House) or a document (the meaning of a particular issue of The Liberator).
Questions to consider for your essay:
How does this person, place or object enhance the study of the Civics and Reform: Citizenship and the Changing Meaning of Democracy in New England?
- How does this document, place or object tell some aspect of the larger story of civics reform and/or individual rights? How does that frame your analysis of your subject (For example: How would you look at change over time in the workers’ history in Lowell?).
Include the following:
An annotated bibliography of related resources with each 3-4-page historical essay. Describe and Evaluate the usefulness of each source you examined with a minimum of two sentences. Use the MLA citation style (see the wiki for citation samples).
Images (or copies if a document)
Accurate historical information.
3. One Lesson plan based on your document (25%)
(ONE FOR EACH TEAM MEMBER)
Include the following:
A carefully organized and described lesson plan for each team member that includes:
- Essential questions
- Materials/resources needed
- MA curriculum frameworks/learning standards addressed
- Lesson objectives
- Instructional Strategies
- Assessment
At least one new pedagogical technique from the course (a new way of looking at photographs, primary documents, how to “read” a historic structure, etc.)
Recommendations:
- Have one member of each team write the Introduction and another member of each team write the Conclusion.
- It is strongly suggested that a member of each team take on the role as “editor” and use the checklist found above to guarantee that all components arepresent in the project.
- All members of each project team will receive the same grade for the project.
PROJECT SUBMISSION ADDRESS:
Questions: Email:
Daily Itinerary
If you are running late or lost, please call Rich Young’s cell at (617-584-5697). All addresses and driving directions appear on the last page.
Monday, July 25 Paul Revere House, Boston
Paul Revere, A Civic Minded Man & Rachel Revere, A Revolutionary Woman
Public Transportation, Lunch not provided
Fairmont Battery Wharf Hotel (right next to the Water Taxi), 3 Battery Wharf, at the corner of Battery and Commercial (one block from Hanover St.)
Map Link
(617) 523-2338 (Paul Revere House Phone)
Please read in advance:
The Whites of Their Eyes, Jill Lepore
Paul Revere biography (especially sections on Revere’s copper foundry and Revere copper legacy) at Revere American Capitalist
9:00 – 9:30 Welcome, Pre-test, Announcements at Fairmont Battery Wharf Hotel
9:30 – 10:15 Lecture (Professor Bob Allison) on the evolution of the concept of citizenship during the Colonial period, the Revolutionary War, and early republic. Paul Revere as a case study for each period.
10:15-10:30Break
10:30 – 11:45Paul Revere Document Based Activity – primary sources from Revere’s post war activities will reveal the many roles he played in his community.
11:45 – 12:15Walking Tour to sites associated with Revere’s public service.
12:15 – 1:00 Lunch on your own
1:00 – 2:00Rachel Revere Document Based Activity – primary sources like personal letters to and from Rachel offer insight in to her daily life and personality.
2:00 – 2:45Interactive Tour of the Paul Revere House focuses on women’s daily life in 18th century Boston.
2:45 – 3:00Break
3:00 – 3:45Rachel Revere as presented by Joan Gatturna (30 min presentation & time for questions)
3:45 – 4:00Wrap up, plan for next day’s session
Tuesday, July 26th Old Sturbridge Village, Sturbridge
Bus leaves TEC at 7:45 sharp, lunch provided
Reading: The Reshaping of Everyday Lives by Jack Larkin
9:30 - 9:50 Introduction and Welcome @ Fuller Conference Center
9:50- 11:30
High School and Middle School teachers: Lecture by Tom Kelleher outlining issues of Jacksonian America and the effect on social change and everyday life
Preparation for the Poor Farm debate Town Meeting program
Elementary teachers: Education building for two hands-on studios.
11:30 -12:30 Lunch
12:30 – 2:00 HS and MS teachers: in the Village interviewing costumed staff; at 1:30 assemble at the Meetinghouse for town meeting moderated by Tom Kelleher (in costume)
Elementary teachers: Tom Kelleher will give a lecture on the commercial, industrial and transportation revolutions, especially on how they impacted everyday life (from12:30 – 1:00); From 1:00 to 2:00 explore these themes in the Village
2:00 – 2:15 Break
2:15 – 3:30 Tom Kelleher will take participants around the common for a look at early economics, commerce and banking
3:30 – 4:00 Conclusion, including content assessment and feedback
Wednesday, July 27th Tsongas Center, Lowell
Bus leaves TEC at 7:45 sharp, lunch provided
9:00-9:20Greetings, refreshments, overview of day (Boott Events Center)
9:20 -10:50 Dr. Bob Forrant: Work, Workers, and Protest (Boott Events Center)
11-12:15Workers on the Line (TIHC 3rd floor)
Participants work on an assembly line in a simulated print shop, enduring pay cuts, speed-ups, and stretch-outs as competition and economic forces cause corporations to try to maximize profits for shareholders.
12:15-1:00Lunch (project director available to work with participants on the final project) (5th-floor Conference Room A & “Open Map” space)
1:00-1:45Boott Cotton Mills Museum, with Guided Questions
1:45-2:00Discussion of Guided Questions (Boott Events Center)
2:00-3:00Ten-Hour Movement Reenactment (Boott Events Center)
Participants engage in a reenactment of the mid-nineteenth-century Massachusetts legislative hearings on the ten-hour workday. As mill workers, deciding that civic engagement might help their cause, they testify in Boston and react to legislators’ decisions. Participants use primary sources to formulate their arguments and discover the outcome of the actual hearings. This reenactment is based on the Tsongas Center “Ten-Hour Movement” curriculum packet.
Thursday, July 28, 2011 and Friday, July 29, 2011
American Antiquarian Society, Worcester, MA
Bus leaves TEC at 7:30 sharp, lunch provided
Reading: Moralists and Modernizers, 16-78, 117-153.
Beyond Garrison, 1-16 (Introduction), 17-32, 84-124, 254-296.
Thursday, July 28, 2011
9:00 – 9:30 – Welcome and Introductions (Includes overview of AAS)
9:30 – 10:30 – Remarks by Professor Scott Gac, Trinity College (CT)
10:30 – 10:45 – Coffee Break
10:45- 12:15 – Workshop with Antislavery materials led by Prof. Gac
12:15 – 1:00 – Lunch
1:00 – 2:00 – Antebellum reform reenactor: William Lloyd Garrison
2:00- 3:00 – Discussion of performance, using performers in the classroom, and wrap-up
Friday, July 29, 2011
9:00 – 9:15 Welcome
9:15 – 10:15 Tour of the Antiquarian Society
10:15 – 10:30 Coffee Break
10:30 – 12:15 Workshop on antebellum reform materials
12:15 – 1:00 Lunch
1:00 – 1:45 Course Review and discussion of Connections to Classroom
1:45 - 3:00 Institute Post-test and evaluation
If driving:
Paul Revere House
19 North Sq
Boston, MA 02113
(617) 523-2338
Public transit: Haymarket Station
Directions to Revere House
Old Sturbridge Village
Old Sturbridge Village
1 Old Sturbridge Village Rd.
Sturbridge, MA 01566
1-508-347-0395
Tsongas Industrial History Center
Boott Cotton Mills
115 John Street
Lowell, MA 01852
978-970-5080
American Antiquarian Society
185 Salisbury Street, Worcester MA 01609-1634
(508)755-5221
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TEC Summer Course: TAH Cohort 3