Kjroberson’s Blog

 

 

 

 

 

Civil War Era Re-enactment

Lincoln for President

Old State CapitalLamp from 1800's

Lincoln Family

I want to thank Professor Rees, Professor Harris, Scott Whited, and Eileen Gose for providing me with the opportunity to participate in the Chicago History Trip, as well as for the support and thought provoking ideas and discussions.

Sargent painting

Mary Cassett Painting

Over the course of the week I found myself asking the question that was posed to us in Springfield by Historian Bryan Andreasen, “So What?” So what if Lincoln was an attorney, why is that important? So what there was a fire in Chicago, how did that affect the community? So what architecture changed; what difference did it make? Questions like these and many more have been crossing my mind since it was first posed to us. I have always had a philosophy that I want the students to understand the significance of an event, not just the event. But I had to ask myself, the significance according to whom? I would have to answer, me. I have given little opportunity to the students to answer the “So what?” question for themselves, and I plan to change that this year. 

This leads to another great speaker we had, Chip Brady, who taught us how to use the Document Based Questions, (DBQ). The idea he shared was to allow the students to formulate an opinion using documents, and then defend their stand with evidence. To many times we get caught up in what we expect the students to learn, and we forget that in every situation, there are multiple view points or perspectives. These points of view are often shaped by the experiences we have had, and our literal point of view. Each person is going to react, understand, hear, and see things differently, and we as educators need to teach the students to think for themselves, but more importantly, defend their position with evidence. There are too many people easily swayed by the best speaker or most flashy presentation, we need to teach our students to look past the pizzazz and look at the heart of the issue. I am more convinced of this after listening to Mr. Brady.
One strategy that he uses is called “bucketing.” This is a great method to get the students to put their information into organized sections so they can formulate a well planned out argument. In our school we use Step Up To Writing, and bucketing would go along great. This has the students brainstorm the main ideas, and then categorize them into three different buckets. Basically, if they put the categories together, the have their essay. I am going to implement this as a strategy for pre-planning their writing.

William Rushes; General Andrew Jackson

Historian Dr. Sarah Marcus taught me so much about Chicago, the riots, and the Great Chicago Fire using Technology. Sometimes I get caught up in the text book and forget that there are excellent sources that I can access through the web that will enhance learning opportunities. One such website was www.Encyclopedia.Chicagohistory.org.  As I was browsing this site I was able to access the Labor Unrest Map at http://www.encyclopedia.chicagohistory.org/pages/10002.html   which outlined several of the disputes and specifically shows Haymarket. This map in itself asks the question, “So What?” It is clear that the Haymarket riot was not the only one and should lead to questions like: Why are there so many riots? What needs to be addressed so the riots would cease? This site additionally allows the reader to search through newspapers; get statistics of the area, and several other facts related to specific time periods and events. This is a great website and I am grateful she was one of our speakers.

Fountain Art

Millennium Oark Stage

In Wisconsin we were treated to several interesting mini lectures. Our first stop at the Wisconsin Historical Society provided us with an opportunity to see the literature that has been compiled regarding Wisconsin’s history by several historians and teachers. The “Becoming a Historian” hand out was particularly useful. Latter as we were treated to a discussion regarding immigration by Prof. John Pollack he kept me intrigued with the Naturalization handouts. The questions he asked just from looking at the differences in the documents from different time periods reminded me that all too often we skip over the important details by neglecting what is missing in other documents. An example being, the first papers had little information, the second set asked for country of origin due to Immigration restrictions, and the third set asked specific questions like whether you were a polygamist or not. This leads to understanding what some of the prejudices of the times were. This was very insightful, and I plan to use them in my immigration unit, one more way to help the students “think.”

Our final speaker was Prof. Stan Schultz who gave us an interesting discussion on the Progressive Era. As we discussed the issues that were hot topics when the Populist and Progressive Party were getting started, the conclusion was drawn that we are battling these same issues today. I learned from this discussion that the Progressive supporters came out of the urban areas, while Populist supporters were from rural areas. An idea that Dr. Schultz mentioned was his wife’s classroom requirement of participating in a community based project. Ideas include: volunteering at the senior center, serving a meal at the homeless shelter, truly being involved in the betterment of the community. I am giving thought to how this would work, since I believe that volunteering is a crucial part of giving to society and what a better way to learn it but as a class project. 

Frank Lloyd Wright Home

After returning to Chicago we were treated to a wonderful traveling tour with tour guide Bill Adelman. As a local historian he was by far the most knowledgeable on a large variety of topics. He was able to share insight into specific locations various events took place and describe them in a way that envisioning the event was possible. As we pulled through different neighborhoods he described the influx of people who had lived in that area, and described the ethnicity of those living there today. I was intrigued by the various historical events that he championed plaques for as a remembrance to those events. His knowledge of the community led us to a neat little Lithuanian restaurant for lunch where we were fed both nutritionally and socially.

When thinking about the various locations we traveled to and through each one taught me a great deal regarding the “Exploring Civil War, Gilded Age and Progressive Era America theme”. Abraham Lincoln was by far my favorite as the re-enactment was taking place at the same time. The people walking around in period costume, the tent communities, and the museums combined allowed me to feel like I was a part of the history. I especially enjoyed seeing the Civil War era artifacts and Lincoln’s home and tomb.
Back in Chicago the Art Museum was perhaps one of the largest museums I have ever seen. Each wing held a different area such as Asian, modern, Early American History. We saw several popular art paintings, various pieces of furniture, and time period artifacts. This provided me with a better understanding of the lifestyle of those living in that era. I found the Ancient Roman and Greek display where I was able to see and play with Spartan gear. I enjoyed the hands on opportunity.

Sculpture

I also enjoyed the Museum of Science and Industry. My favorite part was the U505, a German submarine that was captured in WWII. I have never seen a sub, and to have the opportunity to get on board and tour it will only enhance the discussions during our war units.

The tour at the Chicago Historical Museum was also interesting as I was able to spend time on a Train Engine, saw several items related to riots; changes in: clothing fashion; music; household items; sports history and bicycles. My favorite display however was Lincoln’s death bed. There was something solemn in this area.

This trip was extremely helpful to me and gave me so much information that is going to enhance my classroom in the future. I am grateful for the opportunity and education this trip provided me, it was an experience I will never forget, and I vow to pass on to my students.   Thank you again!                                                                        

Rose in Pullman yard

06-13-09 Friday, Chicago

Haymarket Square Riot

Learning: My definition is the ability to see, touch, taste, hear, interact, absorb, and experience.

Today real learning occurred for me throughout the day. It reminded me that I need to focus my lessons for my students so that all their senses are touched. I need to provide them an opportunity to experience and absorb what they are expected to understand.

 The special tour guide Bill Adelman was extremely knowledgeable about the Pullman and Haymarket Square as well as general activities that have occurred in the past for Chicago.
Through the various genres he used today such as the packet handout complete with pictures; the videos that were well done; the specific instruction as we traveled to our destination; the visual artifacts we saw when we arrived; the food we consumed; all provided me with a greater understanding of the Haymarket Riots and Pullman issues, as well as a sense of the location of the stockyards.

Stockyard gate

Haymarket Memorial Graves

I will say that had we not been assigned to read the James Green’s Death in the Haymarket or Upton Sinclair’s The Jungle I would not have been prepared with any background knowledge that helped me understand the significance of the information we were learning about.   Being in the court room where the “scapegoats” were tried, picturing the gallows in the alley, and envisioning the crowd attitude verses the desires of the family to see the reformers go free we almost overwhelming.  I was also intrigued seeing the cemetery and the memorials to those who fought for their ideas.  One thing that struck me was the close proximity to the communist graves and how the reformers were seen in comparison to those buried in the communist section. 

Haymarket Trial Court rooms

"Communist" graves

  I found the Haymarket memorial to be inspiring as it showed true devotion to the cause.  No matter how hard things get, the voice has the right to be heard through our freedom of speech amendment.  This memorial showed that even when put down, we need each other to rise again and speak out against injustices.

One question I have is why in 2009 are groups of people still choosing to live in segregated housing areas. Hearing Mr. Adelman describe the neighborhoods by ethnic group was a surprise. I understand keeping the culture of the people which I think is a must, but can’t we share our cultures with others in a way that we can respect the other persons culture and enjoy our neighbors?

Low income housing

I have decided that I want the students to help make a project called “Our World”.  This project is going to require the students to talk to their family about customs they participate in and find out the significance behind them. I will ask the students to take pictures or draw a picture of their custom and then we will place them together on a “grid” that will incorporate our neighborhood together as a strong unit.  I hope they will learn that people make the world go round, and together is what  is going to make it worth the trip.

The Lithuanian restaurant we ate at today was an example of our cultures connecting. I had no idea what type of food to expect and was pleasantly surprised at how good it was. I asked Grazina (The owner) to write down the foods that we ate so I would be able to remember their names. We had: Applesauce; Kugelis – potato pudding; Balandeliai – stuffed cabbage; Koldunai – meat dumplings; chicken or sauerkraut soup; Rye or pumpernickel bread; and Lithuanian Napoleon Torte: shortbread, fruit, ice cream, whipped topping for desert. (These are her spellings, so yes they are correct!) I found that I liked the meat dumplings best with the sour cream on them.

Lithuanian Lunch

Healthy Food Lithuanian Restaurant

I also learned that the ladies that served us were just as grateful that we spent time with them as we were to have lunch. They were delighted to share their culture and to talk one on one. They even commented that we were so nice. I found myself taking pictures of their wall hangings and learning about the gems that they had on the shelves. This led me to wonder who in our community would be great resources to our students that may come in and talk with the students and just maybe give them a taste of their culture. My mind is really rolling with ideas now! 
The Pullman exhibit was also very interesting since I teach a unit on the railroads and the influence Pullman had on his neighborhood. I find it interesting that his grandchildren have not given up the cause Mr. Pullman so boisterously stood for, keeping government out of business. However, with the businesses going to the government for bailout money, the lines are getting a little more fuzzy. I especially enjoyed seeing the factory and learning how the houses in the area were heated by a piping system that was connected to the steam engine held at the factory.  This reminded me that as a robber barron the control really laid with Mr. Pullman.  If he was not pleased with his workers, he had the power to cut off the steam and refuse to allow the town to be heated.  Thanks for arranging the tour into such an interesting community.

Pullman Car

Pullman Housing

Pullman Progress

 The Historic Pullman Foundation Educational Packet looks like it is going to be a great resource as well. The architecture drawings and maps in the back along with the questions the students have to answer are great ideas for teaching concepts, and exposing the students to another career option. Thank you! 

Cute sign!

Friday, 12, 2009 Madison, WI

Thank you Dr. Reese for the Devil in the White City Book!

We ”progressed” with the trip on the infamous “Obama Campaign Bus” with our exceptional driver Alex once again at 5:00 a.m.  We drove through beautiful farm land as we headed to our destination of Madison, Wisconsin. I have never been to Illinois or Wisconsin so the geography lesson along the way was very interesting.

 I learned as we were pulling into the city that Madison sits on an Isthmus between Lake Monona and Lake Mendota.  Lake picture from http://www.absoluteastronomy.com/topics/Lake_Monona, my picture didn’t come out.

The tour at the Wisconsin State Historical Society had several teacher resources that were well done regarding the state of Wisconsin. I am very interested in knowing if Colorado has similar resources available to us as well. I loved the resource “Becoming a Historian” handout that they provided us and was glad to see that it can be accessed online as well.  I think this handout will help the students ask the important questions when dealing with a topic, an article, a person, etc. which will enable them to think deeper about the subject.  Coupling this with the DBQ may even be a good idea.

The progressive era artifacts we were able to see in the museum were not like those in any of the other museums we have been in. I took several pictures of the various progressive era memorabilia which I wish I had three weeks ago when I was teaching this very subject.

Plow

Weaved fabric

Measuring Scales

I took pictures of a plow that would have been harnessed to an ox, and then pictures of the new milking machine, butter churn, measuring scales, cars, Indian tools, pottery, and so many more items. One of the ideas that the docent suggested was taking items that we use everyday and putting them in the classroom. Then one day remove a very important item, and ask the kids what is missing. After the missing item has been identified have a discussion “What if someone found our classroom would they be able to know everything about us?” This would lead to a discussion regarding what you would learn about the class from the items in the room. Then the discussion “What about the item that has been removed, how will they know it belongs to us, and what we used it for?” This will help students understand that there is no way that we will know the whole story of a person we study in history. I liked this idea as it will remind the students that 100 years from now, someone will be digging through our stuff and wondering who we were and will what they find tell the whole story?

Naturalization Paper

We had a great lecture on the importance of using primary sources to discover a great deal of information that is not obvious. Professor, John Pollack, provided us with three different time period Naturalization Papers. This idea provides so much information regarding how laws and social stigmas have changed. Having the students be the detectives keeps them engaged in the activity and will help them take charge of their learning.

Prof. Stan Schultz was a hoot to listen to. I enjoyed his take on the Progressive movement and was glad to have an explanation on the relationship between the progressives and the populous movement. The way he was able to tie the information together made it interesting and gave me an idea to create a bulletin board with topics from the progressive movement as well as pictures and descriptions regarding their contributions to society.   One issue I learned from his lecture was that Progressive era issues were no different than what we face today.  Poor living conditions for a great many people, lack of healthy food choices, limited education oportunities, social issues, race issues, these topics are still hot buttons for

Progressives

discussion around the globe.  Which leads me to ask: should the “Progressive Era” be pinned to a time period of 1880 – 1920?  Until today, I would have said yes since the text books really talk up the fact that we have progressed in so many ways.  But, on the other hand, have we since we have not solved the problems.  We need to inspire people to keep pushing forward to be advocates for the injustices that surround us, not personally, but for the greater good.

Breaker Boys

pictures I will be able to incorporate several questions regarding what is happening in the lives of the individuals of that era. I did find it important that he took pictures of families interacting together in happy and fun ways as well. I think sometimes we don’t spend enough time telling the social story of the lives of people when we tell about the events.

A little fun

So how is this going to change my class? I am going to make a conscientious effort to introduce the students to primary sources on a regular basis and allow them to take charge of their own learning through guided discussions and hands on activities that will answer the question “So what.”  I am going to guide the students to correlate issues from the past, to current issues that are occuring in the world today, and encourage them to think progressive and look for real options that can start with us to make the world a better place to live in.  Then we will be able to say that we are “Progressive.”

Inside Hull House

The Jane Addams Hull House was extremely interesting to me. As a reformer she stood for what so many women wanted to say and do, but lacked the guts, nerves or just brassiness to follow through. I found it extremely interesting that the Director Lisa Lee, comes from an immigrant family. This would surely make Jane proud since she devoted her life to helping those who were truly poor and needy.

Jane Addams Dress

“More than 100 years ago, our founder, Jane Addams, worked with Chicago’s neediest families to identify the resources they needed to become full participants in their communities.” http://www.hullhouse.org/aboutus/index.html.

Children's Playground at Hull House

seeing that the domestic needs that were taken care of in the home, such as nutritious food, health care, child care, day care, orphanage homes… were taken to the public view and advocated for change with the government that had the opportunity to at least legislate for change. (We all know things are easier said than done!) This mission stands for Hull House today and they continue to advocate for issues against the poor and underserved through various methods.  One way they are carrying on her legacy is that  they have started a special garden using Heirloom seeds which are organically grown.

Community Garden

I did not know there was a lack of grocery stores in Chicago causing a healthy food shortage, wow!
I was glad to hear Hull House is inviting guests in for lunch once a week and it was neat having a chance to experience their homegrown urban garden food. The bread and salad were my favorite part of the meal. I love fresh lettuce, and the beats and goat cheese were surprisingly good. I was not crazy about the mushroom soup, but I don’t like a lot of mushrooms. I have decided that I am going to have a special soup and salad lunch like we had today, (vegetable soup!) using fresh garden vegetables with my students that be incorporated in the discussion regarding the Victory Gardens in World War II. I think it is important for the students to understand that communities can and do work together for the common good.

The map that was created defining the poverty line as well as nationality

ethnic map

divisions would be a great resource. However, I got on to the website where I was told I could find the maps, and cannot see them. If anyone finds them would you post where you got them please!  I was hoping to use them in a economics discussion.

Boat Trip on the Canal

Old Architecture design

Draw Bridge

Double Decker Bridge

Wyndam, Garage and apartmentOld Water Delivery SystemModern Architecture Design

Chicago, 6-10-09

IDEA: I picked up several Chicago area postcards at the Sears Tower called “Did You Know?” They have a picture and a description of the object, place, or event. I thought this would be a great way to introduce the students to the DBQ as a warm up. Use the card, with a brief worksheet that asks the questions you think are relevant, and then ask the students a deeper question like: If you were at Soldier Field, what would you be doing?

The lesson that I am planning on teaching is regarding the Roman and Greek influences in architecture. Well, today was a day hand picked for me. We began the day at the Frank Lloyd Wright Home and Studio. I have heard of

Frank Lloyd Wright home and Studio

Mr.Wrights architecture, but until today, I did not understand it or appreciate the thought and unique design patterns that he used when making his Prairie style homes. I was intrigued to say the least by the art on the roof and the square decorated columns. But once we got inside the home and saw the dome and learned the fact that the walls are held up by the ball and chains on the inside, I knew I was in for an adventure. Moving into a little gathering room before going into the library, it was evident he was using dimension and lighting to change the effect of the next room.

As we counted eight different octagons in the small library, I found myself absorbed in the little details, and almost forgot to listen to the presenter. An observation was made regarding the fact that there were so many built in closets and cubby holes that there was little need for dresser type furniture. This idea kept the house somewhat plain, but at the same time, practical.

Remodled by Wright

As we entered the living quarters, I have never seen a visiting nook. What a concept, to be part of the group, yet separated just a bit for adult conversation. Here’s where I started getting excited as I saw the idea of the arches being brought into beautiful fireplace mantels and the use of columns on the walls and porches. I think my favorite room in the house was the upstairs play room with an arch roof. I would loved to have had built in toy boxes and even better, the piano neatly stored in the wall above the stairs. If you know anything about a grand piano, you know you need at least five feet of space. Well, Wright knew what to do; he cut into the stairwell, and hung the back of the piano from a chain or rope to suspend the back end so he could push the piano into the wall. The stair wall was then cut into to allow the free flow of the music into the other parts of the house. Talk about ingenuity! When all else fails, invent a new method!

Frank Lloyd Wright Built; my virtual new home!

Lloyd Wright design

Wright remodel

My used to be favorite style

We then went on a walking tour that allowed me to view what up till today had been my favorite type of house, the Victorian, next to the homes Wright either remodeled, or built. After careful analysis, I have come up with my dream home. It is a Wright house with the Arches, hidden doors, beautiful patios and windows, lot’s of space and a beautiful yard that I never need to water! My virtual home will be proudly displayed on my computer, because that’s about how much of it I can afford! In Wrights day the houses were being purchased for around $10,000 or so. Today, a small one bedroom with very little room is almost $70,000.

Wright home with carriage step up

I am going to discuss economics with my students on this issue. Showing them pictures of these beautiful homes and their approximate cost back in the early 1900’s to the cost of a very small house for six times as much. This will be a great way to introduce math into Social Studies and provide an opportunity to remind students that they can attain their dreams, but today it is going to cost so much more.

Museum of Science and Industry

After that beautiful adventure it was off to the Museum of Science and Industry. This building stands on the original location of the Worlds Fair of 1933. The explanation of the waterways and where all the temporary buildings were located were interesting. Again we were treated to a lovely flair of Roman and Greek architecture. I was very excited to learn the meaning behind the pillars of women as well as the friezes displayed on the buildings.

Columns

MSI

MSI

Once inside I was like a kid in the candy shop when I saw the U505 (German U boat) captured in World War II. That monster of a machine is so much bigger than I ever expected. I did not hesitate to pay the $7.00 additional funds to take the 20 minute tour inside the ship. I teach about war in several of my history classes and to have actually been on the U-boat is going to dramatically change my class structure when we get to WWII! I can describe the tight quarters, the sleeping arrangements where the day worker was up, the night worker slept, and at the end of the shift, they traded places.  Soldiers who did not have rank shared  sleeping quarter with torpedos and other types of ammunition, and supplies needed for the 3 month trip.

 I am grateful to the men and women that put their lives on the line everyday, and after seeing the living conditions, I have an even deeper gratitude for their service.  Thank You to all service men and women!

U505 (German U- BoatTop of U505US Crew who captured U505Front of U505