Final Blog

As I take a look back at our whirlwind of a trip to Chicago several items jump out at me as favorites. The study of the Progressives is typically a boring one for me and my students. This trip has changed that for myself and as the subject is broached in my classes hopefully I will be able to use this experience to help my students better understand an era of change in our history. This last blog will be a review of our daily trips and what I liked best about each and what if I will use that info in my class.

            The first day in Springfield was one of the best on the trip. I feel as far as all my subjects are concerned I learned ideas that I will use throughout. The discussion on the difference between primary and secondary sources was excellent. I also liked that I could quickly use poetry and primary sources in an activity, and what is also nice about this is it can be used at all levels of proficiency. The tour of the museum, one of the best on the trips was meaningful and helped me see Lincoln and how he is viewed by the public.

            The second day in Springfield was a long one but very memorable. We saw the progression of Lincoln’s life from poverty, to lawyer and husband, and finally how history views him in death. I especially liked how he is honored in death and this is something I can use in my class. We have a debate on how Lincoln may have been view had he lived and the visit to the tomb gave me some ideas about the reverence he receives in his death.

            The first day in Chicago was spent with a little free time, Sears tower was awesome, and then a trip to the Art History Museum. This was another awesome museum and I got new ideas on how to use art in my classroom. I like the idea of debating how artists depict history what they leave out and what they include. As we looked at the Gothic painting, and then the Harlem Renaissance and the fifties diner, I understood that art depicts history very well and that by analyzing it students can gain not only an understanding of the topic but how the artists and society views, that area of history.

            We then spent two days at the Chicago History museum. I enjoyed the lectures and the walking tour but my favorite and most usable lesson from this was the DBQ presentation. I loved his simple use of buckets the information here is invaluable and gave me several ideas of not only how I could present this to AP students but how I could use this tool to help my lower level students learn how to analyze documents.

            Then it was off to another favorite Frank Lloyd Wright and the Museum of Science and Industry. Frank Lloyd Wright was invigorating. His designs were so different and unusual. I loved that when almost everyone else was creating the same Victorian Architecture he stepped out and did his own style. My parents have displays of his houses and I always thought he was an architect form the sixties. What was most useable in the classroom is the idea that the Progressive movement was more then social reform it was a total overhaul of the society. The museum was interesting to see and it is important to note that it is really the only structure that was built to outlast the fair.

            The next day was the tour of Hull House and the Architecture Boat Tour. If the weather had cooperated the boat tour would have been fabulous, unfortunately I saw most of Chicago through a rainy window. Hull House rain or shine was a must see for anyone studying the Progressives. The fact that this woman used this house to inspire the poor of Chicago, and that her mission spread, and led to social work as a career was awe inspiring. I loved the idea of the community garden; this is something that can be used here in Pueblo. Many students and their families do not know how to garden and that fresh vegetables are an important component in any diet.  This could help cut down on obesity, diabetes, and could help with the overall health of our students. I love that the group running the museum have continued on with her mission.

            Back on the bus for a wonderful ride to Madison Wisconsin, thank goodness Alex was a skilled driver. Madison made me jealous more then anything the fact that they value history and that the teachers there get a say in the textbook makes their history program much more valuable, to students and educators. The lectures were very informative, unfortunately following lunch and a hot room made them difficult to follow.

            The last day was another favorite. I loved the walking tour of Haymarket and Pullman. I think the professor brought a unique perspective to these events. Seeing Pullman really helped me understand the isolation those people felt. The pictures I took at both places will enrich my lectures on these topics.

Labor Movement in Chicago

Today as we began our walking tour I was incredibly disappointed with the terrible weather, but once I got past the cold I was treated to a wealth of knowledge from our guide. The History of Chicago is so diverse; I believe it would be difficult to narrow a field down. I was extremely pleased with the walking tour of The Haymarket Bombing, and the tour of Pullman.

            As we began on the Haymarket tour I was pleased to see that some of the original buildings still stood. What most interested me is the way that interpretations of events have changed over time. When I read about the statue that was erected to commemorate the police that were killed, I was a bit surprised, why did they get honored it seems they were just as much to blame for the situation. As we look at this piece of history over a period of time, it is interesting to see that the heroes of the event have changed. Now when we went to these areas it is the workers that get recognition and those that were executed that we study and remember. It is nice to see that their sacrifices were not in vain.

            As we continued our tour to the town of Pullman, I was curious to see how our guide would perceive Mr. Pullman. I noticed in my text from school, that he is more or less perceived as a cuddly teddy bear, innocent to the wrongs of the world. He is just caught up in the events of the day. That was not the case that was presented at Pullman. He seemed like someone that was truly only concerned about making money. I was shocked that he even rented out the church. Everything that existed in the town was there to make him money. I can only imagine how he felt about his workers. Although he gave the pretence of caring when you look closer at what he had created you begin to understand that he controlled everything.

            When I complete my lesson plan I will be sure to include this part of our trip. I have managed to narrow it down to the Progressive era. Today’s activities gave me insight into the thoughts and feelings of the participants. This will make teaching this much easier.

Fighting Bob

  

          What can you expect to learn from Wisconsin? This is not the typical place to come to when you want to learn about history, or so I thought. I was surprised at the wealth of information that I got from our jaunt north. I loved the information that Stan Schultz gave us on the Progressives, and the Odd Wisconsin exhibit was very interesting.

            When I form my plans for what I want to do my lesson plan on this will certainly play a large role. When Professor Schultz was explaining the difference between the Progressives and the Populist Party I found it to be very clear. I knew that there was a difference between the two, but I felt that he explained the Progressives role in urban life very well. This party is responsible for much of what we consider a part of everyday life. For instance the way that Stan tied it to today with the attitudes about the poor, the women’s reproductive rights, the discussion on the immigrants, are all hot topics that our students will relate to.

            When trying to introduce this to my students I am met with the sound of crickets chirping in the background. Often they do not see the tie in to today’s world.  If anything this has a direct tie in to Pueblo and the surrounding community, considering the labor movement and Ludlow. To often our students take the rights that they are fortunate enough to have, for granted, today gave me a “hook” to help make this valuable to my students. The enthusiasm that Stan displayed when presenting his material helped me understand that how I present is just as important as what I present.

            I am planning on including Bob La Foyette as part of my lesson plan and I was fortunate to get some information on him at the museum today. I was not surprised to find that his wife was an accomplished woman. She was one of the first female lawyers in the state. I had always kind of glossed over La Follette when presenting this part of the Progressives. I got enough information about him today that I can present him in a more focused light.

            When evaluating why one should visit Wisconsin, there is an interesting list. Cheese curds, The Great Dane, and the beautiful scenery are definitely in the top contenders. But, today I found a state rich in history that is not afraid to show their odd side. I feel that the Progressives had a strong voice in Bob La Follette and this state has plenty to be proud of.

Hull House Past and Future

It is amazing to me that what I expect to be a boring or an uninspiring experience on these trips turns out to be the most fulfilling, case in point Hull House. As a child I accompanied my mother to her part time job at the storefront. I had no idea what exactly it was only that my father got extremely agitated when my mother informed him that I would be accompanying her. We would hop in my mom’s gas guzzling Oldsmobile that was large enough to contain myself and a marching band, and head to the projects of Denver. I thought that this was like any other outing. As I grew older I understood what my mother and her friends were attempting to do.

            Today at Hull House my childhood experiences at the storefront came full circle. My mom spend hours attempting to better the lives of the people who lived in the projects as I played hopscotch and basketball. I can remember her talking with people about different things, specifically with a woman that was unwilling to use soap on her children. I have no idea why this was a problem for that particular woman but I remember my mom being very adamant. At Hull House today I saw what my mom was attempting to accomplish. Changing the mindset of a community and providing them with social and educational opportunities.

            The tour through the Museum and garden helped me understand that the legacy of Jane Addams is not dead in fact it is very much alive and going in a new direction. The community soup luncheon was a wonderful possible pathway into an extension lesson for my own students. As I spoke with my mom this evening she expressed that, it was indeed true many of the people she was working with did not know how to prepare nutritious meals for their family, they had not been taught how to cook, and that was one of many programs they offered the neighborhood. As we look around our own schools we can see that this is a problem in Pueblo today. I am hoping to incorporate this into my lesson plan, as I mentioned, possibly as an extension activity.

            Hull House was time well spent. It has given me a whole new perspective on my lesson plan as well as a pretty good conversation with my mom, who is a retired social worker. It is funny when I am away from my family how much time I have spent reminiscing on my childhood, I guess we are all children at heart.

 

A New Way to View Progressives

        

 

 

 

    When I think of progressives I think of a time like the Gilded Age, where many people went without. A time, when people lacked education, and there were few opportunities to improve your situation in life, especially if you were an immigrant. As I listen to the city and reflect on my day of touring this city I realize that I have changed my perspective on who the Progressives really were. They were more then a group of people who set out to reform the ills of the world. They included people Like Frank Lloyd Wright, who set out to modernize the world of Architecture.

            I wondered why we were going to see the home and studio of a great architect until we stepped into his studio. It was clear to me that he was before his time. His innovations changed architecture, and gave him a well deserved seat amongst the Progressives. Seeing what he was doing building houses helped me understand that the people he was designing for were forward thinking as well. I can see how this mindset spread out among the people of the time. These were the people that did not care what their neighbors thought, and began to change other things as well, for example women’s rights, or education.

            As I contemplated how I would use this in the classroom I began to consider this as an introductory activity for the unit on Progressives. I believe showing some photos of his work next to typical architecture of the day and asking the students to explain what is different, would be a good place to start. It will help the students understanding as we move into the concept of the Progressives, which were about more then Prohibition or ending political corruption. This movement spread to the grass roots and changed how our nation looked as well as what they thought.

DBQ A Skill For All Levels

 

When evaluating what is most useable in my classroom on a daily basis I will say that today takes the cake, so far. When we look at what do high school students need to be able to do when they graduate, analysis is invaluable. This skill is Document Based Questions. When I first took on the AP program at my school I was basically handed a textbook and told good luck. Clearly I had no clue what I had gotten into. Several frustrating and emotional episodes later, not to mention some very kind words and assistance from our very own Paula Quinn, I am still teaching AP US History. By the way that is saying a great deal considering week four I was ready to pass the baton to some other uninformed person.

            When I began to evaluate what is so difficult about this class I understood that much of it revolved around analysis. This is a skill sorely lacking in our students today, especially when you consider that many students believe good writing is a text that can be completed without the teacher’s knowledge. I found that teaching the DBQ gave me a good idea about the kids that belong in the class and those that do not. If a student is willing to spend time analyzing material they begin to think for themselves and they can then argue, and we all know how good teens can argue.

            The problem then becomes how to spark interest. I found that today’s presentation gave a great tool to help students begin to analyze and tap into higher order thinking. I loved the bucketing idea.  Delphines idea with the balloons and buckets really got me thinking, about all the possibilities. Then I began to think of all the ways I could modify this. I could do this with different skill levels, as well as various ages. It could be a game. Anytime we play a game my students love it, of course they ask is this going to a “Mrs. Fadenrecht” game or a fun game. I then ask them is there any other kind?

            Of course I was disappointed when I found out that there was no raffling off of the DBQ’s and that they cost as much as they do, but all hope is not lost. I can use the samples at the college, or one of my colleagues. This was a day well spent and it has helped simplify a difficult task for myself and my students. On a side note I had to chuckle when Matt asked if I might be able to convince my principal to purchase the kit, he obviously had not heard of some of the tales of woe from our teachers. I was specifically thinking of the time the principal called me down to his office because one of my students had made to many copies for her research project

Technology in Chicago

One of the most exciting outings we did as children was going to the museums in Denver. I can remember many a cold winter Sunday spent in the Museum of Natural History or The Colorado History Museum.  We never complained and my brother and I only got in trouble once for almost knocking over a display (it was his fault but of course I got the blame…typical). This afternoon spent wandering trough the exhibits at the museum brought back that familiar feeling.

            I especially liked the train display in the large room. The fact that one can get into the locomotive and see how the engineer does his job was fascinating, it reminds me that to often hands on history is ignored. I believe that once a student can grab on to history feel it and evaluate it for themselves it will become more valuable to them.

            When I began to think of how I could bring today’s experience back to my classroom I thought of the Great Chicago Stories website that Ms. Moisan presented to us. This is an excellent resource for several topics and can be easily modified to fit different lessons and learning levels. This resource had everything from maps to pictures of primary sources. I wish this was something that we had back in Colorado for our history, but unfortunately we do not.

            The lesson for abolition looks promising. It tells the story of Hannah as she makes her way North on the Underground Railroad. The critical thinking questions are usable even at the AP level. I could see this as a jumping off place for a DBQ or a research project about other riders on the underground Rails. This story is very easy for High school students to relate to, because she is their age, and the graphics/interactives on the site will keep higher and lower level students tuned in.

One of the problems I see with an activity like this is the lack of computers to complete this assignment. Of course the students could crowd around the five (four working) computers I have in my classroom, Thank you Dr. Covington, but that of course does not promote good learning. What would be ideal is if all the social studies teachers pooled their computers into one of the unoccupied rooms and created a Social Studies Lab that would make these types of lessons more accessible to students.

Chicago Interpreted Through Art

 

What is it about art that fascinates our culture? What do we see that is so relatable? As we journeyed through the halls of the Chicago Art Institute, I wondered what can I blog about, how can I teach this? I was beginning to panic until we saw the American Gothic. In that hallway I saw the progression of history and how art interprets or reflects what is going on. Now of course this reflection is simply the artist’s interpretation of their world, but you can clearly see history when you look at the dates and what the painter is depicting. Of course art is not always an accurate depiction and there is a great deal of bias put into the artwork. And one cannot forget art is meant to be purchased so pleasing your audience is important as well.

              

 

            If I was to teach this I would use the downloadable analysis worksheet[i] and make a PowerPoint for the students to view. I would make sure to have the students discuss their answers. What does the painting mean to them? How does this artwork reflect what is going on in history? For example when I saw the American Gothic Painting I thought about the Great Depression. How angry the farmers were when the bank would come to take away their land. We could connect this to the native experience when Europeans came to this land.

 

            Analyzing art can also help us to understand the multicultural history of America. Moving a little farther through the museum we see the Harlem Renaissance depicted in several paintings. How did their experience during the early twenties differ from other groups experiencing the cultural change of that era? It is important for our students to understand that not every group experienced change in the same way.

 

            Moving through that hall you can view the fifties diner. There are multiple historical connections here. The loneliness of the people being depicted could reflect the trappings of the Red Scare after WWII, or simply a lost generation displaced after such a traumatic war. All of these can be brought in the classroom by simply looking at the art work of the period.

 

            Art does more then entertain it depicts the turmoil or joy of an era. It can show the lack of material wealth or the opulence of the few. One can experience gender roles or be exposed to a multicultural experience. Art is history reflected.

 [1] http://www.archives.gov/education/lessons/

 

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Lincoln Log Stardate 6/5/09

 

Abraham Lincoln, who was he? Trying to separate the myth from the legend is a difficult task. Who is this man, is he a cunning politician or a humble soul. Today’s lessons helped focus in on who he, Lincoln was. Three key presentations gave me ideas I could use in the classroom, the primary source activities, the Who Said It activity, and the viewpoints worksheets. These activities can be moderated to fit any level and a variety of subjects. The presenter Erin Bishop was a wonderful breath of fresh air after a long and tiring journey.

The first activity we did was identifying what defines a primary source. The worksheet Erin gave us makes this an easy task. So often when looking at what defines a primary source I have ventured into some interesting conversations about the difference between a primary and secondary source. I want to make a handout of the Examples of primary sources and have my AP US History students and my History I students put it in their notebook for quick reference. When we work on DBQ’s it will be invaluable.

Thankfully Erin continued her energized presentation and moved on to the Who Said It activity. She gave us a very usable worksheet that had numerous quotes from Lincoln. She presented this in a manner that allowed the class to be the judge. When our students have ownership of their learning, it helps answers the so what question of why we study this material. I would also add to this a packet I received last summer from Dr. Rydell on Lincoln’s letters. It shows, like the quotes, Lincolns changing viewpoint on slavery. This helps answer the question of who Lincoln was. He was a flexible man, willing to see other viewpoints and change accordingly. This activity also allows the instructor to discuss context. What else was going on when Lincoln made these quotes, or who was he speaking to, was it the public or his wife?

The last activity we did was very valuable to my learning, it was the Viewpoints Worksheet. I have used something similar that I downloaded from the National Achieves, but I like this one better, it is more usable. This activity uses primary sources, and the final step of creating a poem from one of the pictures was awesome. I can use this with my freshmen in History I who groan very loudly when I enthusiastically inform them that we are going to write poetry today. This way I can slip in poetry and they won’t even know its coming. Ha, ha, ha.

 

The incredibly long bus ride to Springfield was definitely worth it. The activities that we were exposed to today are very classroom ready, and can be modified to work with different levels. This trip reinforces my view of Lincoln as a complex and interesting man, sometimes when the myth is examined some reality comes into focus.

The Jungle

Ann Fadenrecht
4/03/2009
History 591
Dr. Jonathan Rees

Socialism as Fiction
When Upton Sinclair arrived in Chicago he intended to change the world. In fact when he arrived he stated “I am Upton Sinclair, and I have come to write the Uncle Tom’s Cabin of the Labor movement.” (Sinclair, xi). Sinclair was a socialist and he had come to Chicago to expose the meat packing trust for all its evils. The Jungle is a more effective propaganda piece as a work of fiction, because it included real events, and combined many different views and experiences into one character, also Sinclair made people care about what he was writing by touching their stomachs, as he discussed the horrible conditions in the meat packing industry, and exposed a large number of people to the basic fundamentals of socialism by embedding them in the book. As a work of fiction you are going to be appealing to a larger audience base and therefore reach more people with your message.
Sinclair spent seven weeks living among the laborers and their families to get an accurate picture of what was happening in the meat packing industry, and even though this is a work of fiction he did base his characters on real people and actual events. “According to Sinclair, he interviewed doctors, bankers, social workers, policemen, and real-estate agents, as well as the workers themselves.” (Sinclair, XI). By using this information his story becomes a more effective piece of propaganda because he is using firsthand accounts and this makes them more human and it makes people care about what his is saying. He makes socialism more appealing, because that is the saving grace for these poor souls in the meat packing industry. If he just wrote a pamphlet saying how terrible the conditions were people might read it and feel pity, but this story is so involving that more people immediate react to all the horrors that this group was suffering and listen to what he is saying about the individuals. It makes people care.
One of the most effective pieces of propaganda in this book is the horrid conditions in the meat packing plants. Everyone at this time period and now eat, and many of these people ate meat. This is prior to people having the luxury of becoming a vegetarian; it was not a very plausible alternative due to lack of other affordable meal options. After having read this story people looked at the meat on their plate and wondered is this safe? It was impossible to escape the negative effects that this story had on the meat packing industry. There were few laws and fewer safeguards, such as effective government inspectors, to prevent unsafe handling of meat and to ensure that what you were consuming had been prepared in a clean manner. Sinclair spoke about the people inspecting the meat and what a poor job they did of this. According to Sinclair, the flesh of a cow that had just calved was not fit for food so when one of these cows would come down the line “the boss would start up a conversation with the government inspector, and the two would stroll away” (Sinclair, 61). Propaganda is the spreading of your message and everyone from the president to housewives was talking about this book. Even now when this book is mentioned, people quench up their faces and ask is that the one about the meat? Yuck, very effective.
The final reason this book is an effective piece of propaganda is how it informs the reader of the benefits of socialism. Most people would not pick up a book to read about the benefits of socialism, in fact it would seem radical to most people. Unless you are a scholar or someone that wants to be informed on that topic it would be unusual to read a fictional novel about socialism and be instantly converted. This book was written to fulfill this purpose. The final chapters of the novel inform the reader of a happy ending for the main character of Jurgis, but in an unexpected way. According to Sinclair Jurgis after hearing a socialist speak “could not think at all, he was stunned; yet he knew that in the mighty upheaval that had taken place in his soul, a new man had been born” (Sinclair, 298). No one comes to save him he saves himself, through socialism. It tells how he turned his life around by being surrounded and eventually a disciple of socialism. Most immigrants with his level of schooling would have trouble grasping at the basic doctrines of socialism, if they were exposed at all. He gets a job at a hotel that is owned by a socialist and over time understands more accurately then most that socialism can change the terrible inequalities in Chicago, mainly, through elected politicians. This idea reaches many possible converts to socialism as a work of fiction the average reader would not even know what they were going to read about. The story, if one reads the jacket is about the meat packing plants and immigrant life not socialism. This makes the novel a very effective piece of propaganda.
The picture that Sinclair paints is not exactly a pretty one and it takes a strong stomach to eat meat after reading the novel, but he changed how people looked at the world. He did this by creating a fictional piece of propaganda. He used well developed characters that he researched for seven weeks by living among them, he upset the stomach of America by exposing the horrible conditions in the meat packing plant, and he exposed an entire group of people to socialism that thought they were reading a book about meat packing. All of these factors make this fictional novel an effective piece of propaganda.