Rachel's+Local+History+Project

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==Learning Activity 3-D-2: Local Documents, Data, and Cartoons==

1. [] This is an interactive time line. I am hoping to have students write postcards back and forth between themselves and their 1880’s counterparts. I found of particular interest the case of Roge vs Borie. The idea of what it means to be a child born out of wedlock and what it means to be women in this society come into play as Ms. Borie battles for her inheritance.

2. [] A collection of 1880’s Elk County Advocates. These papers will allow students to explore not only what was happening here in the 1880’s but also what people were concerned about…or not concerned about. Students portraying their 1880’s counterparts can reference events of the day when describing their lives.

3. [|www.presidency.ucsb.edu/ws/index.php?pid=25823#axzz1lK8y8IuE] James A. Garfield Inaugural Address. 1881. Students can use this source to find out was on the minds of our national politicians at the time, to better understand the events of the day. What does Pres. Garfield hope to change?

4. [] A political cartoon discussing the result of tariffs on working families. I am hoping to use this as a jumping off point for the discussion of tariffs and what there true purpose is.

5. http://www.ourdocuments.gov/doc.php?flash=true&doc=46 Thomas Edison’s application for a patent for his light bulb. This patent will change the way we see the world for the next 150 years. What changes will be taking place here in St. Marys in the coming years? Can you find any evidence of life before this major change?

Learning Activity 4-D-1: Local Photos and Posters
4-D-1 Note: In order to incorporate all the types of resources required for the Local History Project I am expanding the project out. Students will now correspond with their counterpart in history for each time period we study (instead of a number of in depth letters to a from one time period, we will correspond once with a figure from each of the following time periods: 1880’s and WWI). Students will go through the same steps in each unit. Previewing the time period by reading their textbook, analyzing primary documents from the time period (using NARA, SEA and KWL sheets), writing letters as their counterparts in history, finishing the unit of literature for the time period and writing back on the impact of the time period on them both individually (their reaction to the literature) and socially (the long term effect of the one time period on the future).

[] A photograph of a man hanging posters. I thought this would be an interesting talking point to exactly all those posters got there in the first place. [] Photos of logging in Elk County. This was and is still a large industry in Elk County and thus a good talking point between my students and their historical counterparts. [] A pile of propaganda posters from the First World War. Students will study these posters to consider how life changed for "regular" Americans during the war. Again this comparison between then and now will be interesting. [] Photo from the late 1800’s of local Elk County residents waiting for a train. What are they wearing? Where might they be going? Who are they? Students will use these people as inspiration for their 1880's counterparts.

[] Sugar saving poster from WWI.

==Learning Activity 5-D-1: Local Audio and Music==

[] The Sound of a Bull Elk bugling. This is a noise that can still be heard in Elk County and has not changed in thousands of years. If you were the first Native to settle here or a current 9th grader in my class you could hear this sound. When we think about local history we often forget about making connections to the present. While I might take not time to analyze this sound to for more than a few minutes (it is a rather disturbing noise) I think taking the time to remind students that while things have changed a great deal since the time period we are studying, some things remain very much the same.

[] A collection of early 1880’s organ music. Students will analyze the experience of hearing the music using a KWL chart.

[] A collection of “greatest hits” sheet music from the 1875-1885. Students will use NARA forms to analyze 2 different pieces.

[] WWI Sheet music. Students will compare the sizes of the sheet music and hypothesize as to why it changed throughout the war (it became smaller to conserve paper).

http://www.smasd.org/auxiliarypage.html?alumni.html The Alma Mater of St. Marys Area High School was adopted in the early 1900’s. This piece of music helps demonstrate how students were meant to feel about their education. We will discuss what the songs means as well as if we think the students of the time would have agreed with the song and whether we agree with the song (it is still our alma mater).

==Learning Activity 6-D-1: Local Video and Maps==

[] Students will evaluate the above map using the SEA worksheet. Students will participate in a conversation on how these new wells would affect life in the surrounding (our) communities. What changes would take place economically, socially, environmentally? Would residents have foreseen these changes? Students will than read the poem “When I heard the old astronomer.” Students will then write a comparative essay in which they discuss how science informs our understanding of the world around us but how and why it sometimes falls short. Students will then be asked to find a modern equivalent to both the new wells and the problems encountered by the narrator in “When I hear the old astronomer.”

[] This is really a large number of clips from WWI put together. The original video would not have had sound so period music audio recordings have been added. I would have students complete NARA worksheets for one section of the film (having different groups complete different clips) and then present what they discover about the time period to opposing groups so the class will finish the lesson (over the course of 2-3 days) with notes on all 7 subtopics. We would use this activity as our overview of the time period before we begin our discussion of WWI literature. Because students are being asked to interpret the video (not just write down what is happening but what it informs us of) students are engaging in higher level thinking.

[]. Students will evaluate the map using a KWL chart as it is of their hometown. Students find a residence for their fictional counterpart of the 1880’s-90’s as well as its relationship to such necessities and shopping, learning, and socializing. Students will include said information in their correspondence with their counterpart.

[] The 1910 movie “Frankenstien.” Students will use this movie to evaluate the entertainment of the day. How does it compare with reading a novel? Which would you rather do? Why did people go to the movies? Students will use a SEA worksheet to explore their expectations and the reality of silent film and then use this information as they create their correspondence with their 1910 counterparts.

http://images.library.pitt.edu/cgi-bin/i/image/image-idx?rgn1=maps_id;med=1;q1=86v01%2A;size=20;c=maps;back=back1330095381;subview=detail;resnum=2;view=entry;lastview=thumbnail;cc=maps;entryid=x-86v01p01;viewid=86V01P01.TIF Students will evaluate the map using a SEA chart as it is of the nearest large city. Students will note plot sizes for houses and markets of 1880’s-90’s as well as its relationship between such structures. Students will include said information in their correspondence with their counterpart.

==Learning Activity 8-B-1: Local History Project==

Students will complete a 3 stage process to gather, review and synthesis information about the time period we are about to study in American Literature. Stage 1 will be to complete 4 evaluations of primary documents. Stage 2 will be to share this knowledge in a small group and create a poster illustrating what was learned. Stage 3 will be to create a sample letter from the time period and then at the end of the collection, respond to said letter. All resources, evaluation tools and rubrics have been organized onto the attached wiki.

Expected Outcomes: Students will be able to explain differences between their time period and the period being studied. Students will create a time period appropriate letter that not only illustrates the facts that they learned by demonstrates that they can incorporate said facts into culturally aware document that accurately reflects the life and times of a Elk County resident of the time period being covered. Students will be able to discuss how the literature of the day both reflects and contributes to the major issues of the day and to our lives in the present.

Works Cited

==Additional Notes and Resources==

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