Students from two states join together on a journey through the American Civil War using a flipped classroom model. Utilizing primary and secondary sources, students gain multiple perspectives on the war. Students learn through inquiry-based lessons how the Civil War affected different groups: the government, soldiers, generals, people living in the North or South, slaves, and many more. The primary and secondary resources add a sense of authenticity to the lessons and allow the students to use evidence to support historical ideas they formulate throughout the lessons. Students examine and evaluate the primary and secondary resources for historical context in relation to war. By taking on a flipped classroom approach, these inquiry-based lessons garner more motivation, discussion time, Skype time, hands-on learning time, and engagement with students.

Explore the materials selected for this unit, which are organized in an online skydrive. Materials include lesson plans, sample video, primary sources, and examples of student work.

You can also go behind the scenes of this project:

• Learn how the teachers encouraged their students to think historically;
• View step by step instructions on how to use photo story as a teaching tool (Introduction | Part 2);
• Use google forms to help flip your classroom
]]> https://chnm.gmu.edu/tah-loudoun/blog/2012/10/17/through-many-lenses/feed/ 0 https://chnm.gmu.edu/tah-loudoun/blog/2011/10/04/teach-the-civil-war/ https://chnm.gmu.edu/tah-loudoun/blog/2011/10/04/teach-the-civil-war/#respond Tue, 04 Oct 2011 16:48:15 +0000 http://chnm.gmu.edu/tah-loudoun/?p=301 The story of the Civil War can be told through many different perspectives. Understanding the political, social, geographic, and economic complexities of the war requires a discussion centered on primary sources that reveal true stories and sentiments of the people who lived in this time.



This FREE Civil Poster illustrates how to do just that. Instead of reading history as a series of facts, this poster explores the Civil War as a series of questions and encourages students to make an argument about the past. For example, photographs reveal what life was like for children during the war and an old haversack may suggest how soldiers lived and traveled.

The interactive version of this poster is an excellent starting point to find and use historical evidence that help students uncover each facet of the Civil War. These sources explore everything from the experience of soldiers, women, children, and slaves during the war, to the wide range of opinions expressed in letters and diaries that contributed to the division of families, enemies in friends, and a union dissolved.

Click here to read more about the poster in the Teachinghistory.org blog. You may also request your own free copy to use in your classroom.

]]> https://chnm.gmu.edu/tah-loudoun/blog/2011/10/04/teach-the-civil-war/feed/ 0 https://chnm.gmu.edu/tah-loudoun/blog/2011/03/25/summer-institute/ Fri, 25 Mar 2011 18:28:17 +0000 http://chnm.gmu.edu/tah-loudoun/?p=90 Everyday Americans, Exceptional Americans is pleased to announce the program options and dates for the second cohort, which will begin meeting this summer. Those accepted to the cohort will attend the program orientation scheduled for May 24, 2012.

The new theme this year is “American on the World Stage”. Past TAH-teachers are welcome!

Summer Institute Week-1:
Interested in learning more about the American Revolutionary era? The content in the upcoming cohort will focus on the crisis with Britain, the American Revolution, and transnational slavery through the early Republic. All U.S. history teachers, including ELL and special education, are welcome. Apply online and reserve June 25th – 29th on your calendars for this year’s summer institute!

Summer Institute Week-2:
Explore the late 20th century from multiple perspectives. The documents presented during this week will center the discussion around the Cold War, including McCarthyism, the Vietnam War, and the beginning of the war on terror. All U.S. history teachers, as well as ELL and special education teachers are welcome. Apply online and reserve July 9th – 13th for this year’s summer institute!

Interested in learning more? Visit our application page to read about the benefits of the program and learn about course requirements.

]]> https://chnm.gmu.edu/tah-loudoun/blog/2011/03/18/runaway-ad/ Fri, 18 Mar 2011 07:20:50 +0000 http://chnm.gmu.edu/tah-loudoun/?p=68 Primary Source Activity: Runaway Slave and Servant Advertisements (mid-1700s)

Download Runaway Ad 1
Download Runaway Ad 2
Download Runaways Spreadsheet
Download Historical Definitions
Download Questions
Print this activity

1. Overview

In this exercise, teachers examine advertisements for runaway slaves and servants from the Virginia Gazette in the mid-1700s and ask the following questions:

• What do you notice about this advertisement?
• What questions do you want to ask about this advertisement?

After discussing these questions, and learning more about the historical context of slavery and completing a spreadsheet, teachers draw conclusions about the advertisements and about slavery in the 18th century. Teachers then discuss possible classroom applications.

2. Source Analysis, Part 1

Distribute individual copies of Advertisement #1 and historical definitions.

Ask teachers to work in pairs and examine the advertisement closely, and write down observations, unfamiliar words or phrases, and a list of questions about the advertisement and the time period.

3. Group Discussion

Write three columns onto the board: Notice, Questions, and Historical Background.

Use the following questions to guide discussion:

• What did you notice about this advertisement? What surprised you?
• What details are in the ad?
• Why might these details have been included?
• What is missing from this advertisement? What can the advertisement tell us and what can it not tell us about this time period?
• What questions do you want to ask about the advertisement, the context, or the historical background?
• What do you already know about slavery? About indentured servants? About runaway slaves and servants? About runaway advertisements? About this time period?

Additional Information About Advertisement #1:

Thomas Jefferson seems to have a number of opinions about the character of this particular slave (using descriptions like “insolent and disorderly,” “addicted to drink,” and “artful and knavish”) — much more than we might expect of a slave owner with a large number of slaves. This could indicate that Sandy was particularly valuable to Jefferson, that Jefferson wrote the ad based on an overseer’s comments, or that Sandy’s behavior had come to Jefferson’s attention, behavior Jefferson would have seen as disruptive.

4. Historical Background

Present this historical background to enhance the group’s knowledge of the time period, and as a basis for drawing conclusions in Step 6. Write the words in bold on the whiteboard, and use the rest of the text for guidance.

The nature of slavery evolved in Virginia over time:
Beginning with the arrival of the first Africans in Jamestown in 1619, an initially unplanned system of hereditary bondage for blacks gradually developed. Over the course of 150 years, slavery became entrenched in Virginia society, increasingly supported by a series of restrictive laws and reinforced by the teachings of the community and family. Attitudes and class structure legitimized a slave system increasingly based on color of skin. By the 18th-century, slavery was an integral part of life in Virginia.

Slavery was governed by an extensive body of law developed from the 1640s to the 1860s:
Each slave state had its own slave code and body of court decisions. All slave codes made slavery a permanent condition, inherited through the mother. They defined slaves as property, often in the same language used to describe real estate. Slaves, being property, could not own property or be a party to a contract. Since marriage is a form of contract, no slave marriage had any legal standing. All codes also had sections regulating free blacks, who were still subject to controls on their mobility and employment and were often required to leave the state after emancipation.

Slavery was most prevalent in the Chesapeake region:
At the dawn of the American Revolution, 20 percent of the population in the 13 colonies was of African descent. Most blacks lived in the Chesapeake region, where they made up more than 50 to 60 percent of the overall population. The majority, but not all, of these African Americans were slaves. Whether free or enslaved, blacks in the Chesapeake established familial relationships, networks for disseminating information, survival techniques, and various forms of resistance to their condition.

The lives of the black populace in North America differed widely:
The majority of blacks living in the Chesapeake worked on tobacco plantations and large farms. Generally, slaves on plantations lived in complete family units, but were more likely to be sold or transferred than those in a domestic setting. They were also subject to brutal and severe punishments, because they were regarded as less valuable than household or urban slaves. Urban and household slaves generally did not live in complete family units. Most domestic environments used female labor; therefore there were few men, if any, on domestic sites. Most male slaves in an urban setting were coachmen, waiting men, or gardeners. Others were tradesmen who worked in shops or were hired out. The first official United States census, taken in 1790, revealed that eight percent of the black populace was free.

Indentured Servitude:
Indentured servants played a significant role in the economy of the colonies. Between 200,000 and 300,000 servants came to North America during the colonial era, comprising more than half of all European immigrants. Indentured servitude, developed by the Virginia Company to help bring workers to the colony, was based on earlier forms of indenture, but differed in important ways. Indentured servants in the colonies had fewer freedoms than apprentices in England and terms of servitude varied, depending on age and skill level. They retained some legal rights, but could not marry without their master’s consent and their terms could be extended if they ran away or became pregnant. With rising demand and growing costs for purchasing servant labor, though, slavery gradually replaced indentured servitude among Europeans.

5. Source Analysis, Part 2

Distribute the Runaway Ads Spreadsheet, Advertisement #2, and questions.

Have teachers remain in pairs to analyze the second ad and work on the spreadsheet.

6. Conclusions

What did you notice about Advertisement #2? What questions do you have?

Additional Information About Advertisement #2:

This advertisement shows the importance of clothing at the time. Clothing is described in great detail, suggesting that it was valuable and might not have been easily replaced. In addition, clothing was closely tied to class. The assumption is that even if the runaways were not wearing these exact clothes, they would wear something similar because that is all they would have been able access.

Finish the discussion using the following questions:

• Based on the historical context and your work with runaway advertisements, what conclusions can you draw about slavery and indentured servitude in 18th-century Virginia?
• What conclusions can you draw about society (e.g. values, currency, skills, work, gender, race, physical characteristics, dress, social structure) in this era?
• What additional resources or historical context would help you?

7. Classroom Applications

• Do you think this activity would work with your students?
• Could you use this strategy with other resources?
• Would you do anything differently in your classroom?

8. Extension Activity: Data Gathering

Examining multiple runaway ads for slaves and servants allows an in-depth examination of slavery and servitude based on individual lives and a comparison of the positions of un-free whites and blacks.

Distribute the four Additional Runaway Advertisements.

Download the Additional Information Handout.

Fill in the Runaway Ads Spreadsheet for all six advertisements.

Using the data you gather, try to draw conclusions about how slavery and indentured servitude changed over the course of the 18th-century in Virginia.

Extend the activity further by incorporating more advertisements from the Geography of Slavery in Virginia database.

*This activity is based on Professor Michael O’Malley’s Runaway from Freedom lesson.

]]> https://chnm.gmu.edu/tah-loudoun/blog/2011/03/18/washingtons-portrait/ Fri, 18 Mar 2011 07:17:36 +0000 http://chnm.gmu.edu/tah-loudoun/?p=66 1. Overview
In this exercise, teachers examine a portrait of George Washington painted in 1796 by Gilbert Stuart, one of the premiere portrait painters in the early republic. The portrait is highly symbolic and presents a grand, heroic image of Washington. Teachers examine a close-up of one symbol in the portrait as well as the portrait as a whole and then answer the following questions:
• What do you notice about the symbol?
• What questions do you want to ask about the symbol or the portrait?

After discussing these questions, teachers learn more about the historical context of the early republic and draw conclusions about how the portrait presents George Washington and his legacy as president. After completing the activity, teachers discuss classroom applications.

2. Source Analysis

• Distribute one of the four symbols to each person.
• Ask teachers to find a partner with the same symbol. In pairs, ask them to write down what they notice as well as a list of questions that they want to ask about the symbol, the context, or the historical background.
• Distribute one copy of the full portrait to each person.
• Ask teachers to work in pairs and write down what they notice as well as a list of questions that they want to ask about the portrait, the context, or the historical background.

3. Group Discussion
Write three columns onto the whiteboard: Notice, Questions, and Historical Background. Use the following questions to guide discussion:

• What did you notice about the isolated symbol?
• What questions do you want to ask about that symbol?
• What did you notice about the whole portrait?
• What is being glorified in this portrait? Does the portrait promote a simplistic or a complicated image of Washington?
• What is missing from this portrait? What can the portrait tell us and what can it not tell us about this time period?
• What do you already know about the symbol and the portrait? About the time period in which they were created?
• What further information would you want to know (i.e., about Washington, the time period, other 18th-century portraits)?

4. Historical Background
Present this historical background to enhance the group’s knowledge of the time period, and as a basis for drawing conclusions in Step 5. Write the words in bold on the whiteboard, and use the rest of the text for guidance.

• Origin of the portrait: Now known as the Landsdowne portrait, this painting was commissioned by William Bingham, a U.S. senator from Pennsylvania, and presented to William Landsdowne, an English supporter of American independence.
• Gilbert Stuart: The portrait was painted by Gilbert Stuart of Rhode Island, one of the premiere portrait painters in the early republic. Stuart had traveled to England and Ireland and spent many years learning European techniques of portraiture.
• Washington’s role in the new nation: He served as commander-in-chief of the Continental Army during the Revolutionary War and then presided over the Constitutional Convention in 1787. In 1789, he was elected president. He served two terms as President of the United States, and then voluntarily relinquished power. His presidency served as a model for future leaders of the country.
• Importance of 1796: George Washington is seen here in 1796, the last year of his presidency. One critical dilemma facing the United States at this time was figuring out what the president would do and be. Washington in this portrait represents key decisions in how to present Washington and the U.S. President in general. For example, would the president’s authority be civilian or military? Regal or of the people?

5. Conclusions
The symbols primarily show three aspects of George Washington as a person and as the first representative of the office of the President of the United States. They show that:

• 1. The newly formed United States was a peaceful and free democratic nation;
• 2. Washington was an important person; and
• 3. American leaders had confidence in the ability of the new nation to succeed.

What does each symbol represent?

Symbol 1: Washington’s Dress and Shoes

• Answer: 1. Peaceful, free democratic nation.

In this portrait, Washington wanted to look more like a civilian than a general or a king. He is portrayed grandly, but as a representative of democracy, not in the tradition of a king. His authority is civilian, not military.

• Answer: 2. Washington was an important person.

In this pose, he embodies a stable and free nation. Washington is wearing a black velvet suit and silver-buckled shoes. A black suit with silver buckled shoes was considered formal, and would have indicated to people at the time that he was important enough to be very well dressed. It was common to wear fancy shoe buckles that drew attention to men’s legs.

Symbol 2: Sword

• Answer: 1. Peaceful, free democratic nation.

Washington is holding a sword in its scabbard in his hand. This sword is safely in its sheath by his side—deliberately painted in its scabbard to indicate that the country will not be fighting in a war anytime soon.

• Answer: 2. Washington was an important person.

At this time, a sword was considered to be “the grand distinguishing mark of a fine Gentleman,” so it was a sign of status. Like his dress, it indicated that he was an important person.

Symbol 3: Curtains and the portico

• Answer: 2. Washington was an important person.

The curtains and the portico draw on European portraiture traditions to show the importance of the figure being painted. The artist included these details to convey to the viewer that this man was considered powerful and important.

Symbol 4: Rainbow

• Answer: 3. Confidence in the new nation.

The rainbow, then as now, symbolizes that a storm has ended. Here, it means that the stormy days of founding a new country have ended, thanks to George Washington. In this portrait, the rainbow reflects Washington’s confidence in the future of the United States.

6. Classroom Applications

• Do you think this activity would work with your students?
• Could you use this strategy with other resources?
• Would you do anything differently in your classroom?

*This activity is based on the Smithsonian Institution’s George Washington: A National Treasure.

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