| Content Provider | HEC-TV  2007-08 Honorable Mention | |||||||||||||||||||||
| Contact Information | Helen Headrick utilization@hectv.org 3655 Olive St St Louis, MO 63108 United States Phone: (314) 531-4455 | |||||||||||||||||||||
| Program Type | Individual Program | |||||||||||||||||||||
| Program Rating | This program has not yet been evaluated. | |||||||||||||||||||||
| Target Audience | Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12 | |||||||||||||||||||||
| Maximum Number of Participants | For optimum interactivity, we recommend no more than two classes combined. | |||||||||||||||||||||
| Minimum Number of Participants | There is no minimum number required for participation. | |||||||||||||||||||||
| Primary Disciplines | Social Studies/History | |||||||||||||||||||||
| Program Description | Without a doubt, the Presidential election of 1860 was an historic one. America was living in turbulent times. The debate over slavery was constant and heated. The issue of states rights loomed large. Americans had a number of choices in this historic election, and the candidate that prevailed was Abraham Lincoln. Who were the candidates of the election and how did people view them? What made Lincoln a galvanizing figure in such different ways for those in the North and those in the South? Why did southern and border states move so quickly to debate secession after his election? What would it have been like to be at those meetings, to hear the debates, to read the headlines daily? This program will focus on the use of primary sources to explore the impact of Abraham Lincoln’s election as President on the start of America’s Civil War. What are the strengths and limitations of such sources? How do they shed a light on history that is different from secondary sources? What stories of people and institutions do they tell? 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. Students will also have many opportunities to interact with primary source documents that take them back in time to the people, places and perspectives of Americans in the winter of 1860-1861. A highlighted focus of the program will be given to documents demonstrating Missouri as a microcosm of the explosive conversation being held all across the country. Join us for this exciting exploration. Ask your questions of archivists and historians and bring history to life! IMPORTANT NOTE: Our 10 a.m. Central Time program is targeted to students in grades 4 through 8. Our 1 p.m. Central Time program is targeted to students in grades 6 through 12. | |||||||||||||||||||||
| Program Format | The program will focus on the use of primary sources to explore the impact of Abraham Lincoln’s election as President on the start of America’s Civil War. What are the strengths and limitations of such sources? How do they shed a light on history that is different from secondary sources? What stories of people and institutions do they tell? 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. Students will also have many opportunities to interact with primary source documents. Program Order—The 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 Context: Hopes and Fears of Lincoln’s Election—In this segment we’ll use primary source documents to explore different people’s and group’s points of view concerning the possible election of Abraham Lincoln. We’ll look at the political platforms of the candidates involved in the election and the view from both slave holding states and non-slave holding states. 3. The Reaction to Lincoln’s Election—This segment will focus on the national response to Lincoln’s election. What states did what? How quickly did they do it? Why did they do it? More primary source documents highlighting these events will be included. 4. Missouri as a Microcosm for the National Reaction—We’ll utilize primary source documents from the Missouri State Convention held to determine whether or not Missouri would choose to secede from the Union. The debates and discussions in Missouri serve as a microcosm for the same debates and discussions happening in many other states. We’ll also explore some unique characteristics of Missouri’s make up and decision making process. 5. Closing Segment--Including summary of topics discussed and final questions from students. | |||||||||||||||||||||
| Objectives | 1. The participant will explore the causes of America’s Civil War and evaluate the impact of Lincoln’s election on the eruption of the war. 2. The participant will interact with primary source documents and interpret how they impact his/her understanding of a particular historic subject. 3. The participant will engage in a discussion about different groups’ perspectives related to the causes of the Civil War and express their ideas and questions as they interact with historic experts and primary source artifacts. | |||||||||||||||||||||
| National Standards to which this program aligns | Featured National Standards (History): Grades 5-12: Historical Thinking Standards 1. 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 judgment 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. 4. Historical Research Capabilities A. 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-Making A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation. | |||||||||||||||||||||
| State/Regional Standards to which this program aligns | Featured State Standards (Missouri): Schools from across the country are invited to join in the program. Missouri state standards are provided for Missouri schools since partial funding for this program comes from the Missouri Humanities Council. Show Me Performance Standards: Goal 1 – 1, 2, 4, 5, 7, 9 Goal 2 - 1, 2, 4, 7 Goal 3 - 1, 2, 3, 4, 5, 6, 7, 8 Goal 4 - 1, 5, 6 Social Studies Knowledge Standards - 1, 2, 3, 4, 5, 6, 7 Communication Knowledge Standards - 1, 3, 4, 5, 6, 7 | |||||||||||||||||||||
| Program Length | 60 minutes | |||||||||||||||||||||
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| Connection Type(s) Available and Program Fees | Interactive Cost: $0.00 View Only Cost: $0.00 | |||||||||||||||||||||
| Program Fee Notes | There is NO CHARGE for this program. | |||||||||||||||||||||
| Cancellation Policy | Since there may well be a waiting list for interactive participation, we ask that you let us know of your need to cancel as soon as you know. | |||||||||||||||||||||
| Is recording allowed? | No | |||||||||||||||||||||
| The Provider broadcasts over | IP Internet 2 | |||||||||||||||||||||
| Minimum Technology Specifications for sites connecting to this provider | Once we have received your enrollment, we will contact you requesting the IP address of the VC unit you'll be using to connect to the program and also to arrange a test call between you and our state bridge organization MOREnet. Both these steps must be completed by February 3 to finalize your participation in the program. | |||||||||||||||||||||
