Favorite Philly Pics & People

Gratitude, One Thing, and 10 Years of Importance

 

I am grateful……for many things.  First off, I’m grateful that I have my health, my wonderful child, great friends, and that I was blessed to attend another great trip with the CSU-P History grant (without any major emergencies back home!!)  Gratitude is oft times an intangible and neglected item in today’s society.  But I think that gratitude is the overlying concept that I take from this trip and from newfound teachings about history.

 

Due to many personal situations in my life the last few years, I look at most issues in my life from the perspective of “will I remember this event in 10 years?”.  I take away an awe from standing just a  feet away from a true “Who’s Who” of nation making.  Independence Hall.  The birth of a nation took root here after many had already fired shots and made the ultimate sacrifice.  But I stood where these men debated and decided their fate as well as a nation’s.  The heat?  Nope, it’ll be one of those things we laugh about in ten years – remember the cold in Boston?  On average, between the two trips, we were comfortable!!  J  In ten years, I will reflect on Christ’s Church and the realization that I was in the presence of men that were human, made daily decisions, and whose present became our storied history.  I’m sure they didn’t consider themselves to be of any more importance to people in a distant 2 centuries than we do today when considering our importance on the world stage.  In ten  years, will my current present be an important piece of the past?  In ten years, will the things that I take to my students in the classroom inspire them to achieve a greatness that they never expected?  In ten years, I will remember the spunkiness of a 90 year young Amish lady (with a lot of hutzpah!!) and the quiet, closeness of a wonderfully welcoming Amish family.  In ten years I will have a piece of the Amish in the form of a Quillow that I purchased for my mom.  She will lay her head on it but a few more times, but it will be an enduring memory of our trip and of my beautiful mama. 

 

When I worked in the business sector I attended, literally, a bzillion (by actual count) conferences.  At one point, I felt that I couldn’t learn another thing.  I had an epiphany and realized that if I could take home one new thing, then I was ahead of the game.  Once again, this history trip provided this, and so much more.  I came home with not just one, but a plethora of new ideas and clarifications of the subject that I teach.  Valley Forge is not how we’ve all pictured it.  In some ways it was better, in some ways it was worse.  The brave men that fought for what we hold dear now didn’t die of the cold, but instead died in warm cabins from disease and smoke inhalation.  My interest in military logistics was deepened in the “learning” of Washington’s trials of logistics at Mount Vernon, his crossing of the Delaware River, the Battles of Trenton and Princeton, and his ongoing struggles with the Continental Congress for the things that he needed to provide his troops.  The American Philosophical society provided a new slant on Washington’s relationships in letters and Thomas Paine’s break from Washington, also, in written form.  How could one walk away from a set of manacles that had once held a person enslaved, and not leave a different person.  Of greatest impact to me was sitting on Little Round Top.  Yes, I knew the story!!!  I knew the logistics.  I knew the battle map and the chronology of battle!  But I saw and I breathed and I envisioned those three “high water” days of Gettysburg.  These are but a few of the “one new things” that I take home to my students.

 

Is my present going to be of great importance in the future’s history?  Probably not.  However, if my walking this path of history allows me to excite one student to become a lifelong learner and a successful adult, then my little corner of the world, of one student’s future history, becomes mighty important.

 

In conclusion….. in gratitude……I want to thank my family for allowing my to chase this history geek dream; I want to thank my son, Austin, for being so grown up so I never seem to have to worry; I want to thank the “posse” for new friendships and great memories (Call me!);  and most importantly, thanks to Matt, Scott, and Jonathan for securing this grant to enrich our lives and the education of our students.  Maybe your present will be providing an incredible future for young people that you will never be aware of.  What a gift!  Thank you for the opportunity!!

Day 13 – On Hallowed Ground

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Gettysburg.  As a child growing up in a family that’s always been innately interested in history, Gettysburg has always been a topic of significance.  My parents had the opportunity to tour this site a decade ago and as I looked at the pictures, I just couldn’t place it.  Sometimes pictures just don’t impart the “feeling”, the “intangibles”, of the event and the human aspect. 

 

I’ve watched the movie, “Gettysburg”, and I’ve studied battle maps……very 2-D.  Very difficult to see and feel and place yourself in the heat of battle.  I was truly not prepared for today.

 

While we sat in a beautiful, peaceful glen outside of Gettysburg at the home of renowned Lincoln scholar, Gabor Borritt, I suddenly had the feeling that I was sitting in the Lyceum or agora of the great scholars of so long ago.  Mr. Borritt gave a synopsis of Lincoln’s preparation of the Address that he would give at the Gettysburg cemetery consecration.  Although somewhat impaired physically, it was amazing the knowledge that I felt from the man.  He truly represents the American Dream:  a young boy from a far away land who lands in a remote area of the country, North Dakota, and takes hold of an educational experience that is offered him.  He then, as he puts it, “got lucky” and got the professorship at Gettysburg College.  The rest is history; and he’s written a good portion of this area’s. 

 

Our bus tour around the Gettysburg Battlefield will provide a rich storyboard for my classroom discussions of the trip.  We moved in the shadow of Lee and Meade and their massive armies.  We looked in the same direction as the officers as they prepared to fire upon the enemy:  strangers, friends, and brothers.  The battlefield has become a major memorial site, but nonetheless, our guide Mr. Fuss, was able to paint the scenes of the three days of battles.

 

I believe my most memorable moment was walking out of the woods and onto the rocks of Little Round Top.  I can’t wait to tell my students of sitting on a (very hot!!) rock and looking down into Devil’s Den and just feeling…………… Feeling the apprehension and fear and adrenaline of a Union officer peering into the enemies’ eyes as a major engagement is happening between the forces.  As I then scanned around, to see the movement of all of the Brigades and Corps. 

 

The stop at the Bloody Angle was also momentous.  To imagine:  Armistead’s forces moving out from the trees some ½ mile away and marching across the field (I could see it), and over the fence to regroup and continue to march forward, and to come within just a few yards of my line, the Union Line, and to then scan to the south and see the spot where Lew Armistead fell.  I felt a tie to last week and the story imparted at the Masonic Temple.  Where did the Union officer come from behind Union lines to come to the aid of his Brother.  That is history;  the humanness, the smoke, the noise, the heart! 

 

That is what I will take home to my students:  the story.   

Day 12 – Amish With Some Bling

 

 

 

The DuPont Country Estate, Winterthur, has been transformed into an incredible academic learning library and centerpiece of American material culture.  The grounds were painstakingly developed by Mr. DuPont over a period of ten years and are a gorgeous testament to a naturalist version of landscaping.  The variety and types of trees and flowers was incredible.  It is amazing to believe and realize that first, there are people of this magnitude of wealth, and second, that these same people are filled with the philanthropic bent to provide this beautiful place for the common man to enjoy. 

 

The tour of the estate home was an incredible experience.  The furniture and accoutrements included in the collection were awesome.  I am grateful to have had the opportunity to view this collection which was so painstakingly preserved for our enjoyment.  At this point, only a slide show of what we came into contact with will suffice.

 

…..and by the way, the Amish live a simplistic stress free life……….I’m thinkin’ that I could live pretty stress free at Winterthur……but with a little bling!!

Day 12 The Revolution Fought With a Schilling

In a day filled with uncompromising natural, material, & architectural beauty, it’s hard to believe that the day could get much better.  But to a closet economics junkie……..OH YEA!!! 

 

Our day at the incomparable Winterthur estate of the DuPont Family began with an incredible lecture regarding colonial mercantilism and life around the mercantile economy.  Our guest lecturer,  Cathy Matson of the University of Delware, gave a phenomenal PowerPoint presentation which included many pictures from which she instructs.  I include many of these types of documents and pictures with my lessons on the projector, so I saw the value of her instruction.  The first piece that I found interesting was the description of the mercantilist’s home/business establishment.  This gave me a new understanding of the living structure of this level of businessman as his offices.  The physical logistics of his building included these business offices which were on the street level, storage area on the 2^nd , living quarters on the 3^rd & 4^th. In an era when we “clock out” immediately at the whistle and try to get as far away from work as possible, these merchants were so personally invested in their industry, that they provided the means to always be accessible to their clients, and in this instance, shipping arrivals.  My students really enjoy, and gain, from seeing this difference in a person’s life by “taking off the 2008 glasses and putting on the 18^th Century glasses”. 

 

Starbucks:  YOU’VE GOT NOTHING ON THE COLONIAL COFFEE HOUSE!  What an opportunity to be able to compare and contrast what we have now with what they had then.  The Colonial Coffee house provided many, and more, social and business opportunities than even today’s meeting place.  The coffee house was oft-times the center of commerce (slave auctions), business meetings (discussions on the Declaration of Independence),  legal transactions (guilt and innocence meted out), “socializing” (gossiping) and the always important social stratification (clothing styles!!!).  Interestingly, the coffee house was also a great example of seeing mercantilism in action.  Within the coffee shop you might find coffee pots that came from England, but was made with raw materials provided from one of several colonies.  The coffee milled may have originated in another colony and been a part of the active “Golden Triangle”.    The latest fashions may very well be made of cottons and wools produced in the Americas, shipped to England to be woven in the textile factories, and patterned after the latest styles of the French court.  Starbucks may just be a great field trip adventure after all!!! 

 

The Consumer Revolution discussed provides a fabulous opportunity to bring in to the classroom.  Basic issues of supply, demand, production, availability, and consumer demand creation are aptly shown with something as simple as the economic change from natural sugar products to refined sugar.  An interesting activity with this might be to bring in early 17^th century recipes (or any recipes with all natural ingredients) and a traditional, contemporary recipe.  An initial activity may include a dissection of the recipes to have the students compare and contrast the recipes for these items.  A follow-up activity might include a Science tie, with the Science class  evaluating the calories of each recipe.  If a kitchen is available, we’ll bake each recipe (If it has to do with food, I’m THERE!!) to compare the tastes of the baked goods.  The culmination of the economics lesson must include the development of an entire industry around a non-essential item.  How does the introduction and acceptance of sugar then affect other industries?  My students would know that without sugar, Ms. Arch ain’t havin’ no coffee !!  Is this an economic reality??  Most definitely if you’re dealing in the consumer chain of sugar, coffee, dishes, dairy products, etc.  What a fun concept for students to learn of a very important era and grasp historical and economic facts at the same time!

Day 11 The Underground Railroad that ….wasn’t

 Back during the Spring Colloquim there were several dates on the itinerary that I circled, one of them being the day where we would have the option of touring the Underground Railroad Museum.  I was fascinated by this because my mom had spent had a lot of time detailing the meaning of quilts that had been sewn by my grandmothers and the great significance of each design.  She also told me that during the Civil War quilts were hung on lines with messages for the Underground Railroad.  Each unique design was specific to a particular message and members of the underground system would be able to know where they might be safe, or in danger , based on the “wash”.  So off we went………….

Our first stop was Carpenter’s Hall. It will be a great addition to my Constitution studies to include a picture of the building and the story that partisan politics was ”alive and well” during the 18th Century.  It was interesting to learn that the meetings of the Continental Congress were held here so as to avoid the hotbed of partisanship at the Pennsylvania State House (Independence Hall).

Next, we left in search of the Underground Railroad Museum again, but came first upon the Franklin Museum.  As John and Brett ran like two excited little boys toward the Franklin Post Office

(which was ok – it had some things of historical significance upstairs), I decided to venture into the Franklin Museum to hopefully find a plethora of things for my Lesson Plan.  Come on…..surely in the Franklin Museum  I will find tons of good stuff on the man, BF, and his theories of the Enlightenment bent.  So, my posse sister, Wendy, and I entered. 

Yes, it had some cool stuff of Franklin’s and there was a video on his life.  However, that I even found myself being very critical of and poking holes in some of the commentary based on the lectures and information to which we’ve been exposed. I’m getting really frustrated……………………. THEN………………………..

I realize that there is no Underground Railroad Museum; this however was the Underground Museum of BF.  Ok, I’m disappointed, but what can I walk away with that will help my students?  I have my pictures and information which makes me a more knowledgeable teacher on the era.  I can possibly use this information to aid our Elementary staff on any units that pertain to BF or the Colonial Era.  Ok, I got my 1+ thing!

Day 11 Lectures- Do We Gotta Be Students????

We find ourselves back in the classroom.  It’s these days that I have to pinch myself and remind myself that this is a class.  When we have the opportunity to see all of the things that we do, it’s like the vacation of a lifetime.  This classroom experience ends up being a great asset in synthesizing the many things we’ve seen and learned and place them into a cohesive setting to place before our students.

 

Our first speaker of the day was Dr. Waldstreicher of Temple University and his theme was “Runaway America”.  He spoke from a very contemporary perspective regarding today’s popular interest in history and Benjamin Franklin information.  There seems to be a role conflict in contemporary academia when dealing with BF and his credentials as an Abolitionist. However this can be reconciled when looked at in the context of his various roles as statesman, scientist, and Enlightenment Philosopher.  Dr. Waldstreicher presented an interesting montage of BF’s life from runaway to entrepreneur and eventual senior statesman.  Truly, his days as a promoter of Abolition were at the end of his personal story.  He was truly a man of dichotomies:  he published his first anti-slavery pamphlets sans his name, while he acquired his first slaves.  He never freed his slaves:  they died, ran away, or were “divested”.  In many ways, he was a true American capitalist:  able to spin any situation to his financial advantage while leaving a philanthropic legacy.  BF ushered in the era of 19^th Century Scientific Racism through his discussion of the “enslavement of colonists” as a separate and more important concern than the “servitude position” of the “depraved foreign work force”.  This was truly a fascinating look at BF and his philosophies regarding the slave issue.

 

Dr. Engs of the University of Pennsylvania was our second esteemed lecturer.  I unfortunately, was seated on the end of the room with 2 air-conditioning units and I failed to hear much of his lecture.  However, the point that I took from his lesson and the issue of the slave experience during the Civil War was a set of key questions:

1. Will they (the slave population) rebel?
2. Do they want freedom?
3. Will they fight?
4. Will they know what to do with that freedom?

 

What a fabulous method to present this very different proposal.  In the end, the resounding answer to each of these was yes!  There were many obstacles from many directions to the achievement of these goals.  Some goals were reached after much struggle and sacrifice.  The look at the Civil War record of former slaves was very illuminating and much more illustrious than I had ever been informed. 

 

Another resounding classroom success!!

Day 10 Manacles Can Come in Many Forms

 

The second half of our day was much welcomed as it was 100+ degrees outside, and this wonderful museum was air-conditioned.  It doesn’t take a lot to make a history geek happy!  The Atwater Kent Museum proved to be an artifact filled cornucopia. 

 

Many seem to be unhappy with the story that was recounted by our speaker regarding the small slave child that was saved from a flood, placed on a ship, and eventually arrived in Philadelphia. As our speaker explained, there is no way to know if the story is true……but isn’t that a cool way to get the students’ (us) attention and draw them into a discussion on Philadelphia’s part in the Abolitionist Movement.  I love a good segue.

 

Two things were of particular interest to me:  a set of manacles and a box containing a beautiful linen dress.  The manacles were specifically addressed and their particular use was identified.  It’s one thing to study history.  It’s one thing to talk to our students about the unfairness of the institution.  However, it’s another thing to stand a few feet away from the object of that subjugation, with the realization that those manacles held a human being in bondage, and not be changed.  This touched my core in a way that pictures or books or lectures never had.  It is opportunities such as this that allow students of history the opportunity to be changed, and change others.

 

The second article was the dress.  Our speaker used this artifact as an explanation of the Free Market that was developed in the Philadelphia area to aid the Abolitionist Movement.  A long list of items were bought and sold in this system.  An entire economy was developed around this.  I see this as an example of bringing this system to today’s economic issue and pose to my students:  Is this a system that might benefit us today??  Granted the Abolitionists were fighting on various fronts, but today’s society is fighting a huge energy war.  Is it possible that we can learn from this economic trial and utilize this system in our energy & economic fight of the 21^st Century?  Can the lessons of 225 years ago be used today?

 

My final question from the day segues back to the original story and the questions it poses about motive.  My question moves from that story to the motive of the abolitionists within Philadelphia.  Ok, it was a hotbed of the movement.  But, were the people truly fighting for the equality of those enslaved?  Or were they fighting for their release from bondage?  To me these are very different questions which speak to the motives and movements of the people involved.  Again, as I tell my students, I would love to remove the 2008 glasses and throw on some 1770 glasses to truly know their position.  I reflect on the mini-series “North and South” (sorry Matt & Johnathan, but it brings up an interesting point).  In the show, the Southern slaveholding family came to visit the Northern Industrial family and were appalled by the living conditions of the families that worked in their ironworks.  Were the Abololitionists trading one form of slavery for another? 

 

Day 10 My Search For Enlightenment

This morning’s journey found us at the foot of Franklin in a toga!  Yes……..Franklin in a toga! 

 

I was extremely excited for this day at the American Philosophical Society because I knew that it would be the gold mine of information that I’m needing for my Lesson Plan:  Ben Franklin and the Enlightenment.  As we broke into groups and we went to the museum across the street from the main facility, I breathlessly entered expecting Ben!!!  The docent gave us an interesting background to the society:  the APS was initiated by BF as a “club” of sorts for the improvement of men and philosophical debate.  Man……I was on my way to a spectacular Lesson Plan.  OUr docent continued her recitation of the background and current standing of the APS and then invited us in to view their museum on……..American Explorers.  OK, no Ben…….  ??? I must admit that this is not of great interest to me, but I have fabulous pictures of artifacts from the exhibit to show my students. The exhibit was interesting, however, my appetite was now wetted for the primary facility.  I WANT BF DOCUMENTS!

It was finally time!  As we entered the facility, the documents that were on display in the foyer were of unbelievable interest.  We saw a copy of a Dunlap Broadside of the Declaration of Independence….memories of Boston!! 

As well as a collection from the Lewis and Clarke Expedition…….

 

 

 

 

 

 

 

 

 

What a priceless resource to use with students when introducing these different historical periods.  It’s fascinating to not only view the differences in writing, but the beauty of the documents that were created.  I’m amazed at the perfect linear writing of these people.  To me, it appears that they took great care in what they wrote.

As we moved into the conference room, the primary thing that I took for use in the classroom was the letters written by George Washington and Thomas Paine.  The two letters take very different paths in their dealing with each other.  However, I love to show these types of examples to students when discussing their voice incorporation in their writing.  I bet George, Thomas, and Ben didn’t realize that they would be affecting the writing of kids in the 21st Century.  And people say history doesn’t matter……….

 

 

 

 However, my quest continues.  BF and the Enlightenment……..I thought I would find him here. 

The Amish – Part Deux

 As I’ve continued to ponder our unique day spent among the Amish, I have had many additional thoughts fly through my head.  I realize as this happens that these are many of the same directions that I take my students in class.  I thought I’d share (I knew that everyone was just waiting breathlessly for more of my feelings).

 

 

One concept that I always bring to my classroom is that it’s not my job to form their opinions for them.  I attempt to teach them some skills in looking at the world around them and questioning what they see.  Sometimes, it’s in the questioning and the search for an answer, even when that answer is not found, that we find our greatest epiphanies.  My students are always very curious as to my political leanings, and as I tell them, I haven’t done my job if they don’t leave my classroom still curious as to that point.  I continue to build a framework of lifelong learning by imparting to them that, in the instance of voting, it is so important to know the “WHY” of their personal decisions.  My council to them is always that they should not just blindly follow their parents’ political leanings, but investigate and question all options before making a decision.  If they follow their parents in the end, fine; if not, at least they have created a basis for their stance.

 

Where are you going with this Arch?  Well………….I have great respect for all forms of religious belief and a people’s ability to be firm in that belief.  The Amish, in particular, seem to have a unique perspective on their secular belief systems.  I admire their realization that technology might add complications to their life which will remove the community’s center on God and faith and family.  However, I have to question a few things that I saw.  I would love the opportunity to have a conversation with a person of the faith and discuss the nuances of their point of view.  The lack of technology is understandable.  However, although it was explained as a work related issue, there is electricity directed to workshops for the woodshop, etc.  I have to ask it:  Isn’t the kitchen and home a center of work of a majority of these women.  I understand that propane stoves can take the place of electric – but is this a moot point?  A propane powered lamp that has to be pulled around the house and filled up does not seem as a huge digression, albeit awkward, from the flip of a switch.  Who is to make the decision, at some point, that this will be allowed.  I would also have to ask:  how does doing laundry by hand, or any other less modern method, bring a family together with God?  There is a feeling of accomplishment- a feeling that the day’s work has been well done – but when, and WHO, makes the decision to go from a scrub board to a propane powered washer/dryer.  I would like to understand the rationale between these various decisions.

 

It’s a thought – and you might not think it a good one.   However, it’s another point of discussion that I would have with my students on this subject.  I would hope that they would come to the conclusion that I have:  without living their life, and immersing myself in their culture and doctrine, I won’t fully understand these issues.  I can, although, respect their faith and belief, and even envy their slower paced, family and God-centered lives.