Category Archives: Blogging, Best Practices

Join Our Journey to Discover Best Practices for Public History

What public history skills do historians employ to create and celebrate a meaningful sense of place in any community? What part of our past should be showcased today? What are the best practices associated with the process of making effective public history that will best engage community members? Bill Sullivan’s American Studies class will delve into historical topics relevant to the town’s 350th anniversary and share what they learned from this sustained inquiry during the April meeting of the Suffield Historical Society. They will study topics and design public history projects that will hopefully benefit the town’s process of commemorating this significant anniversary year.

#CAISCT students and teachers should establish a line of local history inquiry and join the process of learning these best practices for public history in their own community. #CAISCT students and teachers can share best practices for public history and #PBL on this collaborative blog. #CAISCT teachers should feel comfortable brainstorming topics based on other years of #PBL inquiry on this blog and ask Bill Sullivan further questions about Connecticut history, great historical societies that can assist your student learning, and archival resources that will be beneficial for research. The following driving questions about public history may start great conversations about possible lines of inquiries for the following topics:

  • 1774 Census: who are these enslaved colonials in your community’s census? Could your community curate the time and place of these enslaved Africans lives with help from the Witness Stones project? 1774 is also a remarkable year in American Colonial history as so many were thinking of freedom. Your town records will also animate this discussion of freedom as among so many entries of borders, roads, and prosaic community projects, a history student will observe how suddenly meetings for “resolves” appear. Amidst this landscape, you should also appreciate the narrative of Mum Bett in southwestern Massachusetts. https://caisctpbl.wordpress.com/the-spirit-of-1774/
  • 29th Regiment: who enlisted from your town? What is each story behind every name? https://ct29thcv.wordpress.com/join-this-project-today/
  • Women’s history: Do you have any women who you could nominate for the Connecticut Women’s Hall of Fame? https://caisctpbl.wordpress.com/womens-history/
Advertisements

Got HOT Log? A Great #PBL Assessment

Higher.order.thinkingSimply stated, a HOT Log (Higher Order Thinking Log [log = systematic record, journal of one’s intellectual expeditions) explains what you have learned, what you want to learn next, and what skill(s) you will apply for your discovery. Because we will categorize each HOT Log on the blog, we will be able to access anyone’s discovery when we begin to synthesize our information before our final presentation. As a class we will assign students to compose individual HOT Logs ritualistically (every 7 or 10 days) or sometimes the research process prompts us to do so sooner or in groups. Sometimes when the student(s) discovers an interesting collection of sources, primary or secondary, it is best dive into the source and upon. Likewise, when students make discoveries together or when the class makes multiple important building block moments, students can team up and compose these HOT Logs together. The most important feature of the HOT Log process occurs when students follow up with the PQP peer review process.

Another way to describe this Project Based Learning writing assignment is to think of this task as an intellectual reflection on your next step towards our goal of finding more information about members of the Connecticut 20th Regiment. You should explain what skill you will use to learn this next topic or research step.

In 500 words, make a claim about the necessity to explore one, specific resource (article, book, periodical, web site, historical society, historian (even better if we can Skype him/her}, historical library [I am a member of The Connecticut Historical Society), movie, technology or other research tool, learning lens, such as Place Based Learning, etc). Your short paper will evaluate the potential importance of this source for our investigation as well as building upon our research story.

In terms of skills, click here (http://www.pinterest.com/bill0353/ } to reflect on the possible skills you will need for your next steps.

Be sure to include an informative and pithy (concise and forcefully expressive) title and embed complementing media (video if possible, clear and interesting image, audio link, etc).

Citation standard. Let’s have a list of sources at the bottom. You can type “source:” with a colon after it. Then create a hyperlink to your actual source. If it is a book, create an interesting link associated with that book. You can be creative as long as the reader knows exactly what source you used. If it is an image, let’s type “photo credit” and then paste a hyperlink for the image.

A range: lucid, logical, sequential, includes a valuable source or resource. Well-written following rules of Standard English. 500 word range achieved in a concise and fluent manner. You also articulate well the skill you will require for your next intellectual step.

B range: there is a missing ingredient or prose contains issues of Standard English. Overall logic or sequence of ideas may need to be addressed.

C range: Length and other significant issues.

Social Media Sources “Over There” For #CTHistory!

Screen Shot 2018-04-18 at 10.31.47 PMAs we prepare for our public presentation for the April meeting of the Suffield Historical Society, we are also keeping an eye on social media sources “over there” for the upcoming events at Seicheprey. This is such an important anniversary for Connecticut History. #CTHistory! During this battle, the German army sent special stormtroopers over the top and attacked the American line here in this quiet sector to see what type of fighting force the inexperienced American were. After getting knocked out of the trenches by the Germans, the Americans successfully re-established themselves in the trenches, which began by the cooks takings meat cleavers and fighting the Germans back with hand-to-hand combat. Back in December when we read about the battle, we researched some of the men from Suffield who were in the 102nd or the Yankee Division, and we all were shocked and awed by the fact that William Habikai from Suffiled was listed in the records as being a cook!

Here is a list of social media sources that we are following to help us appreciate the significant battle of Seicheprey in real time back here in Connecticut. Do you have others to suggest? The text, When Connecticut Stopped The Hun, is available online from several libraries. If you have any suggestions, please add that content to the “comment” thread incorporated with this post.

Our #PBL class also enlisted the help of one of our French I classes to help us with researching sources on the French language landscape. They are helping us out on the “left flank” or here “in the trenches” if you appreciate how war idioms infiltrate our daily language. The latter “in the trenches” still seems to be alive and well in the modern vernacular. They will be researching and reading media and cultural materials in French for us so that we can appreciate the French dimension of this Commemoration period.

Do you have other sources to suggest we add to our list? Please comment below with a link and a few words explaining the value of the source. A #PBL thanks in advance for your contributions!

Screen Shot 2018-04-19 at 8.22.07 AM

Best Practices for Blog Posting

another-look-at-blog-post-1As we refine our prose and check our sources, we should also be mindful that we are trying to create “sharable” content so that we can move forward with our investigation in our “Flat” classroom. Does this image help you revise all the parts and nuances of a successful blog post? Click on the source link to learn more from the Langwitches website, a most helpful source for our #PBL classroom. Then, once you have an excellent post, let’s have individual students turn to Twitter and, being mindful of audience(s), compose an academic Tweet to to share what we learn and show how we did it. Also select the “1774 Freedom & Slavery HOT Log” category.

Source: http://langwitches.org/blog/2012/11/27/student-blogs-learning-to-write-in-digital-spaces/

Is There a Connection Between the Chaffee family and John Hooker?

Hi, Loomis Chaffee:

Screen Shot 2016-02-29 at 8.39.26 AM

The Hezekiah Chaffee House at 108 Palisado Avenue, Image from “Images of America Windsor” by Windsor Historical Society

We are doing a project-base learning investigation on the Other Underground Railroad, we are also focusing on the UGRR in Connecticut. We found John Hooker had a vital role with Reverend Hemengway from Suffield in terms of creating a legal case in the 1840s to free the descendants of Flora, who was kidnaped and sold into slavery. During the research about the possible routes for runaway fugitives and traces of John Hooker, we discovered that the Chaffee House in Windsor was a possible stop for the fugitive slaves from the book “Places of the Underground Railroad: A Geographical Guide” by Tom Calarco. This information is also in Horatio Strother’s text, p. 171: https://archive.org/stream/undergroundrailr1962stro#page/170/mode/2up/search/chaffee

Because John Hooker is one key character, a major figure in the Connecticut abolitionist movement, we are trying to find out as much information about him and his relationship to this area, Windsor and Suffield. Did he have a connection to the Loomis family? If that is the case, we wonder how and why Hooker connected with Revenerend Hemenway in West Suffield. Can you please provide us some information about the relationship between the Chaffee (and perhaps Loomis) and John Hooker if possible? Is there anything in your archives that will shed light? John Hooker relates the the Flora Case in his memoir on pp. 31-33, https://archive.org/stream/somereminiscenc01hookgoog#page/n42/mode/2up/search/flora

Since the Chaffee House is also a possible and an important station in the runaway routine, we did further research on it to make sure the Chaffee family in our research is the same as the one who is related to your school. We found that the house was built for Dr. Hezekiah Chaffee around 1765. Dr. Chaffee’s daughter, Abigail, married Colonel James Loomis in 1805 and later they founded the co-educational Loomis Institute. The Chaffee House and the Loomis Institute then emerged to form the Loomis- Chaffee School in 1970, in which all the information about the Chaffee House matches with our research so far. Fortunately, the records relating to the slaves owned by Dr. Chaffee survive, including the documents for the emancipation of Elizabeth Stevenson. There’s another slave in the Chaffee household, Nancy Toney, who was later owned by Dr. Chaffee’s daughter, Abigail. When she died in 1857, she was the last surviving slave in Connecticut. With the evidence shown that there were slaves in the Chaffee House, we wonder if there is an any further information about who might have participated in the abolitionist activities in this area. Was anyone in the family involved in the abolitionist movement in any way?

Bests,

Coco SA 16’

 

 

Sources:

  1. “Historic Buildings of Connecticut.” Historic Buildings of Connecticut RSS. N.p., n.d. Web. 26 Feb. 2016.http://historicbuildingsct.com/?p=143
  1. http://www.windsorhistoricalsociety.org/nl_1998-01_pg5.html
  2. Calarco, Tom. “Places of the Underground Railroad.”Google Books. N.p., n.d. Web. 18 Feb. 2016.https://books.google.com/books?id=muBtFTkFH_EC&q=suffield#v=snippet&q=florence%20suffield&f=false
  3. Underground Railroad in Connecticut. https://archive.org/stream/undergroundrailr1962stro#page/170/mode/2up/search/chaffee

 

David Ruggles and Northampton Association

David Ruggles

David Ruggles, born in 1810 and passed away in 1849, was an abolitionist in Brooklyn, New York, who resisted slavery and participated in the Underground Railroad. David Ruggles is one of the overlooked figures, and he was actually the really important in the history of the Underground Railroad. He was anearly abolitionist in America. As an activist, writer, publisher, and hydrotherapist, Ruggles strived for African Americans’ freedom in variety of ways. He salvaged more than six hundred people, including Frederick Douglass. He was even a mentor of Douglass, Sojourner Truth, and William Cooper Nell to teach them the skills of antislavery activism. As a founder of the New York Committee of Vigilance, Ruggles inspired many upstate New York and New England whites, who allied with him to form a network which became the Underground Railroad.

In 1842, a utopian community called the Northampton Association of Education and Industry was created in Florence, MA. Founders of the group, abolitionists, farmers, and silk manufactures, supported William Lloyd Garrison and the immediate abolition of slavery and wanted to participate together with others who had these beliefs. This attracted David Ruggles to get involved in this community because the community planned an egalitarian enterprise around silk manufacturing. Silk was both practical and ideological, and it did not depend on slavery. This movement protests against cotton industry, which requires a lot of labor force of slaves. By growing silk, a plant similar to cotton, they wanted to show that growing cotton is unnecessary, and therefore, owning slaves is also pointless.

Looking for Aid from the Harriet Beecher Stowe Center

hbsc icon.gifJohn Hooker mentions Hemengway’s letter in his memoir. Do you have this or other similar letters?

During our early researches, the class found out that John Hooker (1816-1901), as an abolitionist, served a vital role with Reverend Hemengway in the case. After some brief online research, I found out his relations with Thomas Hooker, the founder of Hartford, and that indeed John is the grandson of him. Also, he worked as a lawyer and judge in Farmington, a significant stop for the underground railroad, and as an advantage for his abolitionist activities. Significantly, a breakthrough came when we learnt about Isabella Beecher Hooker, a women suffragist, who was indeed his wife. We went on from that direction and learnt much more information of Hooker, including from Susan Campbell’s book, Tempest-Tossed: The Spirit of Isabella Beecher Hooker.

After that, the class focused on the book Love of Freedom, so we changed directions on finding sources relating to Oliver Hanchett, Flora’s owner and Exeter, Flora’s husband’s court cases. Recently, we brought our attention back to Hooker and found out more about him. We contacted Susan Campbell on Twitter and she suggested us to make use your organization in digging out Hooker’s history. The Harriet Beecher Stowe Center’s website indeed aided a lot on our research. First, we get to know a lot more about Hooker in his career being a judge from hyperlinking to the CT State Library page. Then, we connected the dates to branch out much more data regarding his family and life. For example, I found a book written by Thomas Hooker that recorded all descendants of him including John, as well as notes John wrote about his father Edward, and properties of the Hooker family passed on to John. Despite all information found, realizing the center is keeping over 1000 letters of John Hooker’s from a manuscript collection guide became the biggest breakthrough throughout our research on him.

This project requires lots of research skills and critical thinking skills, and it’s hard to find and see original paper form documents. It had taken us a good deal of effort to be in the position we stand right now, and we hope the center will be able to provide the letters or just any clues of John Hooker relating to our case, especially the conversations between Hooker and Reverend Hemengway. We believe any documents relating their partnership will bring us a big step forward.