---------------------- Information from the mail header -----------------------
Sender: American Memory Fellows <AMFELLOWS@SUN8.LOC.GOV>
Poster: Dawn Jaeger <djaeger@ITCTEL.COM>
Organization: Deuel Schools
Subject: Re: American Memory in the Classroom
-------------------------------------------------------------------------------
Claire, sounds like some wonderful ideas, want to share more details? You
know how we teachers are we'll beg, borrow or steal!
Dawn Jaeger
----- Original Message -----
From: "Claire M. Griffin" <cgriffin@LAVA.NET>
To: <AMFELLOWS@sun8.loc.gov>
Sent: Saturday, September 16, 2000 3:55 PM
Subject: American Memory in the Classroom
> ---------------------- Information from the mail
header -----------------------
> Sender: American Memory Fellows <AMFELLOWS@SUN8.LOC.GOV>
> Poster: "Claire M. Griffin" <cgriffin@LAVA.NET>
> Subject: American Memory in the Classroom
> --------------------------------------------------------------------------
-----
>
> I wanted to share some ways that the American Memory Collection has been a
> part of my classes thusfar this year. I look forward to hearing how
others
> are incorporating its wonderful resources.
>
> 1.) Daily Document: I've resolved to begin each US History class with
some
> sort of a primary source as a "bell-ringer" or "mood-creator" or whatever
> you want to call it. So far, I've managed to meet my goal each day with
> most of the documents provided by the AmMem Collection (although I did
start
> the Civil War unit by sharing the diary of my husband's
great-grandfather.)
>
> 2.) Parents' Night: When the students received their books on the first
day
> of class, I also gave them a LOC or NARA bookmark (thank you, LOC!) On
last
> Thursday's Back to School night, I gave the leftovers to the parents.
>
> 3.) Workshop: I gave a little workshop to my colleagues at school last
week
> and asked them to let me know if any of the professional organizations to
> which they belong might be interested in a similar presentation. (Yes, I
> wrote this up on our Leadership Page, and I encourage all of you to write
up
> your dissemination activities. Seeing what others had done helped me to
> plan my session.)
>
> 4.) Classes: I've used the collection in class in the following ways:
> Reconstruction Role-Playing: I used photos from the Daguerrotype
> and Civil War collections to "jazz up" the role descriptions for this
> activity
> Western Expansion: It took only about 1 hr. to found 1-2 pg.
> primary sources (mostly from the American West and Federal Writers'
Project)
> which offer insights into the Western experience. I found documents by
> farmers, cattlemen, miners, Native Americans, Hispanics, and a buffalo
> hunter for the railroad. We'll be using these in class next week to help
us
> answer the questions: Whose West? Whose Frontier?
> Farmers and Populists: I am designing a lesson (which will have to
> be finished by Tuesday!) using the photographs and documents from either
the
> Northern Great Plains collection and/or Rural Life in the US page (from
the
> Learning Page.) I anticipate that this will be a two day lesson in which
> students do some research on these pages and then present their results to
> the class.
>
> I've got to get back to actually working on these lessons, so a hui hou
> (until next time.)
This archive was generated by hypermail 2b29 : Wed Sep 20 2000 - 20:17:30 EDT