Program Flyer: The Civil War as Experienced by One Missouri Family
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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 States
Phone: (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): 6, 7, 8, 9
Education: Grade(s): 6, 7, 8, 9
Primary Disciplines
Social Studies/History
Social Studies/History
Secondary Disciplines
Language Arts/English, Problem Solving
Language Arts/English, Problem Solving
Program Description
America in the Civil War—a time of conflict, strife, and worry. What would it have been like to live through that struggle? How would it have affected your family? What can we learn about that period of history by hearing directly from the people and seeing the places that experienced it? You can find answers to these questions and more as you join us live from the Historic Martin F. Hanley House for a tour of civil war life in rural Missouri. Read letters from members of the family as they talk about the struggle both during the war and after. Tour the house and see artifacts of the time period including slave quarters, family books, and photographs.In advance of the program you will receive letters written by members of the Hanley family to read prior to your visit. You’ll also receive images of artifacts from the House with descriptions of their uses by the family and how they reflect the family’s opinion of and responses to America’s Civil War. When you arrive for the program you’ll be greeted by family member Aunt Cal, portrayed by a first person re-enactor, and your journey back in time will begin. Ask your questions of Aunt Cal and 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.
America in the Civil War—a time of conflict, strife, and worry. What would it have been like to live through that struggle? How would it have affected your family? What can we learn about that period of history by hearing directly from the people and seeing the places that experienced it? You can find answers to these questions and more as you join us live from the Historic Martin F. Hanley House for a tour of civil war life in rural Missouri. Read letters from members of the family as they talk about the struggle both during the war and after. Tour the house and see artifacts of the time period including slave quarters, family books, and photographs.In advance of the program you will receive letters written by members of the Hanley family to read prior to your visit. You’ll also receive images of artifacts from the House with descriptions of their uses by the family and how they reflect the family’s opinion of and responses to America’s Civil War. When you arrive for the program you’ll be greeted by family member Aunt Cal, portrayed by a first person re-enactor, and your journey back in time will begin. Ask your questions of Aunt Cal and 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 impact of America’s Civil War on a family that lived through it. The time frame will include the war itself as well as the impact of the war on family members in later years as well. 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 be copies of letters written by members of the family. The images will be those of every day items used by the family and still in existence at the house. The purpose of the letters is to give students a feel for the family members that lived in the house and how they responded to the Civil War. 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. The images will be identified by number and will include descriptions concerning their use by the family and how those artifacts reflect the family’s opinion of and responses to the Civil War. 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. Meet Aunt Cal—Students will be introduced to Aunt Cal who lived at the House. Aunt Cal will be our tour guide for the rest of the program. Students will have the chance to ask Aunt Cal and experts from the House questions that arose from the letters they read prior to the program.3. Life During the Civil War—Students will continue their tour of the house, asking Aunt Cal and experts questions about the letters they received, artifact images they saw in advance of the program, and about what they are seeing at the house. Focus will be on rooms and objects related to the family’s Civil War experience. A special focus will be the house’s outdoor kitchen that included sleeping quarters for slaves. 4. Life After the Civil War—Students will continue their tour of the house and perusal of family letters and documents as they learn about how the Civil War continued to affect the family for years after it ended. 5. Closing Segment--Including summary of topics discussed and final questions from students.
The program will focus on the impact of America’s Civil War on a family that lived through it. The time frame will include the war itself as well as the impact of the war on family members in later years as well. 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 be copies of letters written by members of the family. The images will be those of every day items used by the family and still in existence at the house. The purpose of the letters is to give students a feel for the family members that lived in the house and how they responded to the Civil War. 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. The images will be identified by number and will include descriptions concerning their use by the family and how those artifacts reflect the family’s opinion of and responses to the Civil War. 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. Meet Aunt Cal—Students will be introduced to Aunt Cal who lived at the House. Aunt Cal will be our tour guide for the rest of the program. Students will have the chance to ask Aunt Cal and experts from the House questions that arose from the letters they read prior to the program.3. Life During the Civil War—Students will continue their tour of the house, asking Aunt Cal and experts questions about the letters they received, artifact images they saw in advance of the program, and about what they are seeing at the house. Focus will be on rooms and objects related to the family’s Civil War experience. A special focus will be the house’s outdoor kitchen that included sleeping quarters for slaves. 4. Life After the Civil War—Students will continue their tour of the house and perusal of family letters and documents as they learn about how the Civil War continued to affect the family for years after it ended. 5. 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 life in rural Missouri during the Civil War 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 life in rural Missouri during the Civil War 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). 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 E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. F. Compare competing historical narratives. 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. 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. Grades 7-12 History Content StandardsSTANDARD 2The course and character of the Civil War and its effects on the American people. Standard 2B The student understands the social experience of the war on the battlefield and homefront
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). 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 E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. F. Compare competing historical narratives. 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. 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. Grades 7-12 History Content StandardsSTANDARD 2The course and character of the Civil War and its effects on the American people. Standard 2B The student understands the social experience of the war on the battlefield and homefront
State Standards to which this program aligns
Schools from all states are invited to participate in this program.
Schools from all states are invited to participate in this program.
Program Length
45 minutes
45 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
11:30 AM - 12:15 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.
11/5/2008
11:30 AM - 12:15 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
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
Should you need to cancel, please let us know as soon as you know.
Should you need to cancel, please let us know as soon as you know.
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 in the program, you will need to make a test call with our bridge organization MOREnet to ensure your school's participation. We will send you this contact information upon receiving your enrollment.
Request this Program Now
Once you have enrolled in the program, you will need to make a test call with our bridge organization MOREnet to ensure your school's participation. We will send you this contact information upon receiving your enrollment.
Request this Program Now
