textbook assignments Level I![]() Daniel Walker Howe, What Hath God Wrought: The Transformation of America
Prior to the trip Level I participants will read their selected portions of the text and identify the five-ten most significant events that occurred in their readings. Participants will complete the document entitled “The Story of Us: A Timeline of American History”, shared digitally with all members of the seminar. Readings and timeline will be evaluated, and therefore, must be completed by June 6th, 2017. ![]() James M. McPherson, Battle Cry of Freedom: The Civil War Era
Prior to the trip, Both Level I and Level II participants will read their selected portions of the text and identify the five- ten most significant events that occurred in their readings. Participants will complete the document entitled “The Story of Us: A Timeline of American History”, shared digitally with all members of the seminar. Readings and timeline will be evaluated, and therefore, must be completed by June 6th, 2017. ![]() Timothy Egan, The Immortal Irishman: The Irish Revolutionary Who Became an American Hero & Internet Readings (See Below)
Prior to the field seminar Level I participants will read the entire text, and read both websites. While doing so they should focus on the role of the Irish in shaping American History, with a specific focus on their fight for Civil Rights both in America and abroad.They will write, and post four response essays related to the topic or questions within each blog (Blog 1, The Irish Story: Blog 2, Similarities & Differences, Blog 3, Friends & Enemies: ; Blog 4, Past & Present. Participant essays should reflect their beliefs insights, ideas, teaching strategies etc. related to the ideas presented by Egan's novel as well as the internet articles linked below In addition participants will respond to a minimum of five of their peer's posts within the blog. ![]() Michael Sharra, Killer Angels
Killer Angels tells the story of the Battle of Gettysburg, in which the Army of Northern Virginia, or Confederate army, and the Army of the Potomac, or Union army, fought the largest battle of the American Civil War. When the battle ended, 51,000 men were dead, wounded, or missing. Participants will read the entire text, when finished they will follow the instructions provided below to write a brief summary, and create an illustration which includes a 10-15 word synopsis of their selected portion of the text. Illustrations and summaries will be shared during the field seminar. ![]() The Approaching Fury
There are four parts/sections in "The Approaching Fury" as well as a prologue. All participants will read the prologue, The voices of thirteen individuals who lived during this era, weave their way throughout the text; participants will select a minimum of three voices and read all of the entries 'written' by their selected individual within the text. Lastly when finished participants should read the epilogue of the text. When finished with their readings participants should follow the instructions accessible via the link to select multiple 'voices' within the text and complete a similarities and differences learning activity.s |
Textbook Assignments Level II![]() James M. McPherson, Battle Cry of Freedom: The Civil War Era
Prior to the trip, Both Level I and Level II participants will read their selected portions of the text and identify the five-ten most significant events that occurred in their readings. Participants will complete the document entitled “The Story of Us: A Timeline of American History”, shared digitally with all members of the seminar. Readings and timeline will be evaluated, and therefore, must be completed by June 6th, 2017. ![]() James M. McPherson, The War That Forged a Nation: Why the Civil War Still Matters
Level II participants will read James McPherson's series of 12 essays in the text entitled "The War that Forged a Nation". They will write, and post four response essays related to the chapters referenced within each blog (Blog 1, Lessons For Our Time: Chapters 12,1 & 11; Blog 2, The Price of Freedom: Chapters 4,3 & 7; Blog 3, The Players: Chapters 6, 5 & 2; Blog 4, Lincoln: Chapters 8, 9 & 10. Participant essays should reflect their beliefs insights, ideas, teaching strategies etc. related to the ideas presented by McPherson in the text. In addition participants will respond to a minimum of five of their peer's posts within the blog. ![]() Michael Sharra, Killer Angels
Killer Angels tells the story of the Battle of Gettysburg, in which the Army of Northern Virginia, or Confederate army, and the Army of the Potomac, or Union army, fought the largest battle of the American Civil War. When the battle ended, 51,000 men were dead, wounded, or missing. Participants will read the entire text, when finished they will follow the instructions provided below to write a brief summary, and create an illustration which includes a 10-15 word synopsis of their selected portion of the text. Illustrations and summaries will be shared during the field seminar. ![]() Christopher Burkett, Remaking the World: Progressivism and American Foreign Policy
Prior to the trip Level II participants should read the entire website. While doing so they should focus on Progressivism in shaping American Foreign Policy, with a specific focus on the connection between Progressivism and Civil Rights both in America and abroad. Participants should compile a list of at least five significant ways American Progressivism has shaped global history. They should be prepared to discuss the role of the Progressivism in shaping American Foreign Policy both in the past and in the present during the seminar. ![]() Voices of Freedom
There are 31 chapters in "Voices of Freedom, as well as a prologue and epilogue. All LII participants will read the prologue, in addition each chapter starts with a 1-3 page introduction. The introduction introduces the events and interviewees within each chapter; participants are required to read the chapter introductions and select at least one individual from each chapter to read their account of what occurred. Lastly when finished participants should read the epilogue of the text. When finished with their readings participants should follow the instructions accessible on the link to select multiple 'voices' within the text and complete a similarities and differences learning activity. |
additional Assignments for both level I & level II participants
Primary Documents (Letters, Photographs & Journals)
The use of primary sources within the History curriculum promotes the development of historical empathy, which in turn helps students cultivate empathy in the present. Using Primary sources helps students to understand that history is fluid and multi-faceted. Primary sources can help students recognize the varied and nuanced motivations and actions of those who lived in the past. Prior to the Field Seminar all participants will select a primary document representing that of an Immigrant or that of someone at Gettysburg, they will identify a way to honor them while on site during the field seminar.
Research Paper & Final Lesson:
Prior to the field seminar participants will select a subject related to the seminar, they will research, write and share a presentation during the field seminar about their subject, including best strategies for teaching the subject in the classroom. Participants should prepare a lesson idea topic of their choice, related to the Civil Rights Field Seminar using best strategies,and be ready to present this idea to the group at the post field seminar..
Reflective Journal
Participants will keep a journal of their personal reflections, learning, and experiences during the travel seminar.
The use of primary sources within the History curriculum promotes the development of historical empathy, which in turn helps students cultivate empathy in the present. Using Primary sources helps students to understand that history is fluid and multi-faceted. Primary sources can help students recognize the varied and nuanced motivations and actions of those who lived in the past. Prior to the Field Seminar all participants will select a primary document representing that of an Immigrant or that of someone at Gettysburg, they will identify a way to honor them while on site during the field seminar.
Research Paper & Final Lesson:
Prior to the field seminar participants will select a subject related to the seminar, they will research, write and share a presentation during the field seminar about their subject, including best strategies for teaching the subject in the classroom. Participants should prepare a lesson idea topic of their choice, related to the Civil Rights Field Seminar using best strategies,and be ready to present this idea to the group at the post field seminar..
Reflective Journal
Participants will keep a journal of their personal reflections, learning, and experiences during the travel seminar.