Program Flyer: Being an Historian: Using Primary Source Documents
Request this Program Now
Content Provider
RoundTrips
Contact Information
Tim Gore
Request this Program Now
Content Provider
RoundTrips
Contact Information
Tim Gore
School District of Clayton#2
Mark Twain Circle
Clayton, MO 63105
United StatesPhone: (314) 773-6934
Program Type
Individual Program
Individual Program
Program Rating
This program has not yet been evaluated.
This program has not yet been evaluated.
Target Audience
Education: Grade(s): 9, 10, 11, 12
Education: Grade(s): 9, 10, 11, 12
Primary Disciplines
Social Studies/History
Social Studies/History
Secondary Disciplines
Language Arts/English, Problem Solving
Language Arts/English, Problem Solving
Program Description
How does an historian use primary source documents and artifacts? What can those items tell us about a family, how they interacted with each other, and how they interacted with the world? This program puts your students in the role of historian as they view and read primary source artifacts to learn about the lives of the people who live at the Martin F. Hanley House in Missouri in the mid and late 1800’s. As students tour the home they’ll be asked to think about what kind of family would have lived here. How wealthy were they? What did they do for a living? How does the place they lived reflect who they were and how they interacted with their environment.Then go further into their lives by reading their letters and other historic documents that are part of the family’s and house’s history. How do these documents reflect the times they lived in? What do they tell us about the family’s political and social views? How do those views coincide with prevailing views of the time? How is where they lived and how they lived reflected in these documents? Compare the documents to oral histories passed down by the family. How can you weigh the reliability of oral histories?In advance of the program you will receive background information on the Hanley family including a family tree, letters written by members of the Hanley family, and other documents related to political and social events of the day. You’ll also receive images of artifacts from the House. When you arrive for the program your critical thinking journey back in time will begin. Ask your questions of the House’s historic experts. Share your ideas about the artifacts you’ve seen. Bring history to life!Information about The Historic Martin Franklin Hanley House:Located in present day Clayton, Missouri, an inner ring suburb of St. Louis, the Historic Martin Franklin Hanley House stands as a window to our past illuminating the many people that lived and died within the once young St. Louis community. Constructed by Martin F. Hanley in 1855, this Greek revival farmstead is typical of architecture of its day but its inhabitants were far from ordinary.Today the home is listed on the National Register of Historic Places, and it is the oldest structure in the City of Clayton, Missouri. The Historic Hanley House remains relatively untouched by modern life and together with the surviving Hanley family letters, the history of nineteenth century rural Missouri comes to life within its walls.Learn more about the house at http://www.ci.clayton.mo.us/index.aspx?location=570 and www.stltoday.com/stltoday/news/stories.nsf/stlouiscitycounty/story/278E5A7806FE73408625740100055F3F?OpenDocument.
How does an historian use primary source documents and artifacts? What can those items tell us about a family, how they interacted with each other, and how they interacted with the world? This program puts your students in the role of historian as they view and read primary source artifacts to learn about the lives of the people who live at the Martin F. Hanley House in Missouri in the mid and late 1800’s. As students tour the home they’ll be asked to think about what kind of family would have lived here. How wealthy were they? What did they do for a living? How does the place they lived reflect who they were and how they interacted with their environment.Then go further into their lives by reading their letters and other historic documents that are part of the family’s and house’s history. How do these documents reflect the times they lived in? What do they tell us about the family’s political and social views? How do those views coincide with prevailing views of the time? How is where they lived and how they lived reflected in these documents? Compare the documents to oral histories passed down by the family. How can you weigh the reliability of oral histories?In advance of the program you will receive background information on the Hanley family including a family tree, letters written by members of the Hanley family, and other documents related to political and social events of the day. You’ll also receive images of artifacts from the House. When you arrive for the program your critical thinking journey back in time will begin. Ask your questions of the House’s historic experts. Share your ideas about the artifacts you’ve seen. Bring history to life!Information about The Historic Martin Franklin Hanley House:Located in present day Clayton, Missouri, an inner ring suburb of St. Louis, the Historic Martin Franklin Hanley House stands as a window to our past illuminating the many people that lived and died within the once young St. Louis community. Constructed by Martin F. Hanley in 1855, this Greek revival farmstead is typical of architecture of its day but its inhabitants were far from ordinary.Today the home is listed on the National Register of Historic Places, and it is the oldest structure in the City of Clayton, Missouri. The Historic Hanley House remains relatively untouched by modern life and together with the surviving Hanley family letters, the history of nineteenth century rural Missouri comes to life within its walls.Learn more about the house at http://www.ci.clayton.mo.us/index.aspx?location=570 and www.stltoday.com/stltoday/news/stories.nsf/stlouiscitycounty/story/278E5A7806FE73408625740100055F3F?OpenDocument.
Program Format
The program will focus on the use of primary sources to tell the story of human history by looking at the specific example of the Hanley family. What are the strengths and limitations of such sources? How does one place them in context? How does one compare them to oral histories? Students will have many opportunities to interact with the experts involved in the program as well as share ideas and ask questions of each other. Student will also have many opportunities to interact with primary source documents and artifacts from the Hanley House both before and during the program. Pre-program information and Order for the program itself is included below. Pre-Program InformationPrior to the program day, teachers of participating students will receive a packet with copies of primary source documents and images of primary source artifacts from the Hanley House. The documents will include copies of letters written by members of the family as well as background information on the family and copies of political and social documents of the day that still remain with the House. The images will be those of every day items used by the family and still in existence at the house. The letters may be read individually by students, in small groups, or as a whole class activity, but should be read prior to the program. Use them to help students develop understanding and questions. The images of artifacts will arrive on a CD. Students should view them to determine what they believe they are, what they are made of, how they were used. Students should develop questions for the program related to the artifacts they have seen. Worksheets will accompany these preparatory materials.Program OrderThe videoconference program will consist of the following segments.1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to the program. 2. The Place—Students will take a tour of the Historic Martin F. Hanley House and engage in an analytical discussion about the farmstead. They’ll see the House’s rooms, cellar and outbuildings. Discussion will focus on what the place itself tells us about this family, how they lived, what they believed in, etc.3. The Documents—Students will continue their analytical discussion of the family as they talk about the letters and documents they read in advance of the program and view those and additional items during the program. Special focus will be on how these documents shed light on the family’s political and social views and how the written documents of the family can or cannot be reconciled with oral history of the family. Historic experts from the House will share oral history information during this part of the program.4. Closing Segment--Including summary of topics discussed and final questions from students.
The program will focus on the use of primary sources to tell the story of human history by looking at the specific example of the Hanley family. What are the strengths and limitations of such sources? How does one place them in context? How does one compare them to oral histories? Students will have many opportunities to interact with the experts involved in the program as well as share ideas and ask questions of each other. Student will also have many opportunities to interact with primary source documents and artifacts from the Hanley House both before and during the program. Pre-program information and Order for the program itself is included below. Pre-Program InformationPrior to the program day, teachers of participating students will receive a packet with copies of primary source documents and images of primary source artifacts from the Hanley House. The documents will include copies of letters written by members of the family as well as background information on the family and copies of political and social documents of the day that still remain with the House. The images will be those of every day items used by the family and still in existence at the house. The letters may be read individually by students, in small groups, or as a whole class activity, but should be read prior to the program. Use them to help students develop understanding and questions. The images of artifacts will arrive on a CD. Students should view them to determine what they believe they are, what they are made of, how they were used. Students should develop questions for the program related to the artifacts they have seen. Worksheets will accompany these preparatory materials.Program OrderThe videoconference program will consist of the following segments.1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to the program. 2. The Place—Students will take a tour of the Historic Martin F. Hanley House and engage in an analytical discussion about the farmstead. They’ll see the House’s rooms, cellar and outbuildings. Discussion will focus on what the place itself tells us about this family, how they lived, what they believed in, etc.3. The Documents—Students will continue their analytical discussion of the family as they talk about the letters and documents they read in advance of the program and view those and additional items during the program. Special focus will be on how these documents shed light on the family’s political and social views and how the written documents of the family can or cannot be reconciled with oral history of the family. Historic experts from the House will share oral history information during this part of the program.4. Closing Segment--Including summary of topics discussed and final questions from students.
Objectives
1. The participant will interact with primary source documents and interpret how they impact his/her understanding of a particular historic subject.2. The participant will engage in a discussion about political and social life in American during the mid and late 19th century and share their ideas and questions as they interact with historic experts and primary source artifacts.3. The participant will explore history in the first person.
1. The participant will interact with primary source documents and interpret how they impact his/her understanding of a particular historic subject.2. The participant will engage in a discussion about political and social life in American during the mid and late 19th century and share their ideas and questions as they interact with historic experts and primary source artifacts.3. The participant will explore history in the first person.
National Standards to which this program aligns
Featured National Standards (History):Grades 5-12:Historical Thinking Standards1. Chronological Thinking B. Identify the temporal structure of a historical narrative or story: its beginning, middle, and end (the latter defined as the outcome of a particular beginning). E. Interpret data presented in time lines and create time lines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred. 2. Historical Comprehension A. Identify the author or source of the historical document or narrative and assess its credibility. B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed. D. Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian’s judgement of what is most significant about the past. E. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and weaknesses. F. Appreciate historical perspectives--(a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values. 3. Historical Analysis and Interpretation A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences. E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. F. Compare competing historical narratives. H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached. 4. Historical Research CapabilitiesA. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past. B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators. C. Interrogate historical data by uncovering the social, political, and economic context in which it was created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts. F. Support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions. 5. Historical Issues—Analysis and Decision-MakingA. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
State Standards to which this program aligns
Schools from all states are invited to participate in the program.
Featured National Standards (History):Grades 5-12:Historical Thinking Standards1. Chronological Thinking B. Identify the temporal structure of a historical narrative or story: its beginning, middle, and end (the latter defined as the outcome of a particular beginning). E. Interpret data presented in time lines and create time lines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred. 2. Historical Comprehension A. Identify the author or source of the historical document or narrative and assess its credibility. B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed. D. Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian’s judgement of what is most significant about the past. E. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and weaknesses. F. Appreciate historical perspectives--(a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values. 3. Historical Analysis and Interpretation A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences. E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. F. Compare competing historical narratives. H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached. 4. Historical Research CapabilitiesA. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past. B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators. C. Interrogate historical data by uncovering the social, political, and economic context in which it was created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts. F. Support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions. 5. Historical Issues—Analysis and Decision-MakingA. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
State Standards to which this program aligns
Schools from all states are invited to participate in the program.
Program Length
60 minutes
All times below are displayed in Central Standard Time, as specified by the Content Provider. To view times in your time zone, login or create a profile.
11/5/2008
1:00 PM - 2:00 PM
This is a "Special Event Pilot" program offered by the Hanley House as they determine the best way to add videoconferences to their education outreach. Your participation will result in a valuable learning experience for your students and also provide valuable feedback to the Hanley House as they finalize their videoconference programs to offer.
Connection Type(s) Available and Program Fees
Interactive Cost: $0.00View Only Cost: $0.00
Premium Service provices additional benefits. Learn more!Receiving Site is responsible for own line charge
60 minutes
All times below are displayed in Central Standard Time, as specified by the Content Provider. To view times in your time zone, login or create a profile.
11/5/2008
1:00 PM - 2:00 PM
This is a "Special Event Pilot" program offered by the Hanley House as they determine the best way to add videoconferences to their education outreach. Your participation will result in a valuable learning experience for your students and also provide valuable feedback to the Hanley House as they finalize their videoconference programs to offer.
Connection Type(s) Available and Program Fees
Interactive Cost: $0.00View Only Cost: $0.00
Premium Service provices additional benefits. Learn more!Receiving Site is responsible for own line charge
Program Fee Notes
There is NO CHARGE for this program.
There is NO CHARGE for this program.
Cancellation Policy
Please let us know of your need to cancel as soon as you know it.
Please let us know of your need to cancel as soon as you know it.
Is video taping allowed?
No
No
The Provider broadcasts over
IPInternet 2
IPInternet 2
Minimum Technology Specifications for sites connecting to this provider
Once you have enrolled for the program it will be necessary to conduct a test call with our bridge organization MOREnet to ensure your school's participation. We will contact you with this information once we have received your enrollment.
Request this Program Now
Once you have enrolled for the program it will be necessary to conduct a test call with our bridge organization MOREnet to ensure your school's participation. We will contact you with this information once we have received your enrollment.
Request this Program Now
