Parallel

Out of all the historical content I have shared with students over the years the content that I find most satisfying to share with them is the information and activities I present regarding how our government came to be and how it works.

As citizens we are all about our rights….in fact, these days it seems we all overdose a little about what government should be doing for us. We often forget that an important aspect of being a citizen of the United States involves not just having a laundry list of rights….that list includes responsibilities as well.

YES! There are things that WE….we the people are supposed to do in order for our government to work right.

One of our primary responsibilities as a citizen is not just to know our rights, but to know how our government works….not how we think it works, not how politicians tell us it works, not how the media wants us to perceive how it works, but really KNOW how it works.

A few years ago I was required to not only teach a few social studies classes I was also slated to teach two science classes. It was a change of pace, and I really ended up enjoying overseeing units regarding sound, small machines, and space. I infused each unit with lots of hands-on opportunities including plenty of chances for movement. One of the lessons that I loved the most was where students actually took the job of a planet or other heavenly body and formed a human universe. Anyone visiting our back parking lot that day would have seen total chaos as a group of students whirled around another student in the middle of the group as he moved his arms to mimic radiating the light of the sun out towards Earth and beyond. Every planet-person revolved around the sun and every planet had a moon or moons revolving around it as well while some students observed the action. Then of course, we had fruit basket turn over as some students came out of the mix to observe or changed jobs to get a different perspective.

We created a parallel universe….a model….so students could experience a little part of it.

My handy on-line dictionary tells me that the word parallel can mean anything having the same direction, course, nature, or tendency….it can be something identical or similar in nature.
I have come to find that parallels in content delivery are key to provide those hands-on opportunities that students need to experience content and to develop a true grasp of the concepts we are attempting to teach.

So, I’ve often thought how wonderful it would be if I could develop a parallel-type government project to help students grasp American government, but how to do it? How to manage it?… and basically as the adult in the room…..how to control it?

Well, great things come to those who wait. I’ve come across a wonderful little book titled Parallel.

Parallel.

Of course, I’m looking for a parallel activity, so what else would it be????

Parallel is a book written by an author from my neck of the woods by the name of RaeMichael. It is a book of fiction regarding a group of college students who are handed an extra credit project by their political science professor.

The group decides to set up a parallel government of the United States using the U.S. Constitution as their guide. Imagine that!

As the project….named the “New” United States of America….begins the first order of business for “Congress” is to pass a resolution to Reaffirm the Superiority of the Constitution requiring all laws and resolutions must be reconciled with the U.S. Constitution prior to consideration. Other actions of the “New” United States of America include holding politicians accountable for the promises they make, and campaign reform and the lobby process are also addressed.

I’m excited about the book because I can see the value of using it with upper elementary, middle, and high school students to interject another source into a teaching unit for government. I can see myself using the fictional book as a read aloud to serve as a springboard to ask students to set up a similar experiment…..allowing students to set up their own living, breathing, working “new” American government. Parallel provides opportunities for analysis and great pro/con discussions regarding such innovations in government as banning all lawyers from political service….yes, I know….a highly controversial subject.

The preview blurb on the back of the book advises the parallel government project was meant to be small….a small manageable version…[it] seemed the right thing to do. But what they didn’t understand was, government is never small nor manageable, and is often not the right thing to do.

Rightly so….government is meant to do some things while it is also meant to stay out of other areas. This book takes an honest look at all aspects of government, and I recommend it highly.

You can visit the author’s website and purchase the book here.

Putting the EZ into Easing Into America

You know it’s very easy to teach children about our known history – the collective history we, as Americans, share. There are certain members of our American family that we should recognize and know how they fit into the fabric of our American quilt….folks such as Thomas Jefferson, Jane Addams, or Dr. Martin Luther King, Jr.

But what about historical figures that aren’t so well known to everyone – everyday folks who do great things that don’t get into the history books?

A friend of mine sent me an email awhile back that sent me off on one of those searches I dearly love and with this search I hit pay dirt.

Do you know who Elizabeth Zimmermann is?

Well, if you knit or you know anyone who does then she is your girl.

Elizabeth Zimmermann, or EZ, as her devoted followers call her, is the undisputed knitting queen for the knitters of the world. EZ is famous for reintroducing German or continental knitting to people in the United States and Great Britain after it fell out of favor due to its association with Germany during World War II. She is also famous for many other knitting innovations.

My friend had read Mrs. Zimmermann’s book, The Opinionated Knitter, and a certain remark by the knitting guru gave her pause. Zimmermann states, “I am a full-blown U.S. citizen and achieved this honour during World War Two when I was – having married a citizen of Munich – actually German. (Generous people, the Americans.)”

My friend was inquiring about Zimmermann’s citizenship status. You see, Zimmermann was actually born in Great Britain. She was a British citizen. So how on earth did she become a citizen of Germany and then of the United States????? My friend stated, “She seems to say that marrying a German automatically granted her German citizenship, and then later U.S. citizenship. “

I have to admit my friend’s inquiry made me want to know the chain of citizenship for Mrs. Zimmermann and how it all went down especially during a time period when relations between Germany and Great Britain (along with her U.S. ally) were so strained. Yet Germans did immigrate….one of the most famous being Albert Einstein. It does seem like they just "eased" on into America.

I wrote back to friend after an initial search that I wasn’t really sure what EZ meant by being German….she was English and married a German. Perhaps she meant since she was married to a German she felt German as well. I really don’t know and haven’t discovered what their laws were at the time, but here is a paragraph from her obituary that was published in the New York Times. It does explain the situation a bit more….

Miss Lloyd-Jones [aka Elizabeth Zimmermann] attended art schools in Lausanne, Switzerland, and Munich, where she sold sweaters of her own design to a local shop for pocket money. She also met Arnold Zimmermann, a brewer. He had to flee Hitler's Germany because an SS agent overheard him making a snide remark about Hitler. They married in England, immigrated to New York and moved several times before settling in Wisconsin.

Upon discovering this I wrote to my friend, “I’m thinking they were able to get out prior to Hitler closing the borders. Many Germans did this and went to England or America. We weren’t yet involved that early in the war, so there wasn’t really an issue regarding allowing Germans into the country if they were fleeing Hitler. Later everyone was suspect of having Nazi ties and things were more difficult to become a citizen.

I have wondered what sort of “snide” remark Mr. Zimmermann made concerning Hitler. I would imagine things were a bit tense for the couple until they could make their way to Great Britain.
I also wondered about anti-German feelings as war was about to reach the United States.

This website states, “Anti-German feelings rose again during World War II, but they were not as powerful as they had been during the first World War. The loyalty of German Americans were not questioned as virulently. Dwight Eisenhower, a descendant of the Pennsylvania Dutch and future president of the United States, commanded U.S. troops in Europe. Two other German Americans, Admiral Chester Nimitz of the United States Navy and General Carl Spaatz of the Army Air Corps, were by Eisenhower’s side and played key roles in the struggle against Nazi Germany."

But on the other hand, after we were involved in the war things changed drastically. Americans with German ties were actually placed in camps much like the Japanese were as this article and this article attest to. I have to wonder how the Zimmermann’s escaped this.

In a tribute to Mr. Zimmermann following his death another writer explained how the couple met:

“He was born in a family of considerable culture and had a good German education in proper schools and the University. “He can carpenter, plumb, read, paint, write, brew beer, shoot, and fish.”

Now, clue in on all of the things Mr. Zimmermann could do…..one in particular caught my eye. He could write.

Yes, Yes, he could.

You see, Arnold Zimmermann wrote children’s books


In the Lonely Lake/Der Einsame See Mr. Zimmermann not only wrote the text he also illustrated the work with pen and ink drawings, and he provided a wonderful nature study as well as a study of language as English and the German language are both experienced together on the book’s pages.

The Tale of Alain is a fascinating coming to America tale with a mouse as main charactercharacter. The book includes instructions for erecting a tipi; a glossary of nautical terms and complete instructions for knitting Alain’s striped sweater, courtesy of Elizabeth Zimmermann, [of course].

Both books can be purchased at Zimmermann’s company site……her daughter now runs Schoolhouse Press.

The books along with additional information can also be found here and here.

I think the books would make a terrific addition to a unit regarding World War II no matter the age of the students. The Zimmermann’s wartime experience would be one I wouldn’t mind analyzing a bit with students. Some situations I might pose to students would be:

After examining various German-American experiences during World War II regarding those who ended up in the camps, students could surmise reasons why the Zimmermann’s escaped the internment.

Students could read the books written by Arnold Zimmermann and learn more online about him and Elizabeth Zimmermann. They could then discuss how the Zimmermann’s seemed to adopt their new country, the United States, but they both seemed to want to keep their German culture alive.

Students could also research the stories of other Germans who fled Hitler and compare and contrast the various stories looking for common threads.

Students could also research and debate the proposed Wartime Treatment Study Act.

Moving History Along....Queenie's Coin

What makes a good plot line for a story?

First I think you need interesting characters….people you can care about….people you are willing to invest a few minutes of your time with. Second, you need an interesting backstory…something going on in the background to move the story along …throw in a little true life to the characters and to the events of the back story and gee, you’ve got a genuine blockbuster.

That’s what I look for when I teach history standards. In and of themselves the standards can be a little boring. Teaching in a “just the facts ma’m” kind of format will more often than not lead to a room full of students with glazed over eyes and off task behaviors…doodling, throwing spit balls, reading ahead in the text, repairing make-up, etc.

I look for the details of history that will enthrall others, old and young alike, the quirkiness of history, the stuff of history that make it alive and worth remembering.

The Civil War is a historical topic full of facts and my Georgia teaching standards are quite clear as to what students should know when they tackle that test each April. The Civil War is also a historical topic that is jam packed with great backstories and wonderful, real characters that can be used to motivate students to delve deeper into the content and analyze the context of the times and the motivation behind all of the parties involved.

The story of the CSS Hunley is interesting not just from a naval and technological viewpoint, but since I have to consider my audience and what will drag them kicking and screaming to the historical roundtable, the story of the Hunley is a gem for any serious teacher of history.

Last week for my wordless post I presented the front view of a gold coins that seem simple enough at first glance, but oh….what a story these gold coins have to tell. Homeschooling Granny made a correct assumption that the coins I pictured were indeed the coins given to George Dixon by his sweetheart Queenie Bennett as he left for war.

Highlighting literature is an important part of my teaching style and the book The Story of the H.L. Hunley and Queenie's Coin Edition 1. (True Story) by Fran Hawke and illustrated by Dan Nance (2004) is a wonderful story to share with history students from 9 to 90.

Throughout our great history men have gone off to serve our country and have received parting gifts from their loved ones. George Dixon was no different.

During the Civil War many soldiers received miniature paintings or photographs of their sweethearts, a handkerchief, scarf, or a tender love letter.

As he left in 1862 to join the 21st Alabama Regiment to serve under General P.G.T. Beauregard George Dixon’s sweetheart, Queenie Bennett, handed him a $20 gold coin. George instantly placed the coin in his pocket where he carried it into war. Can’t you see him sitting around a campfire at night pulling out the coin, turning it over and over in his fingers, thinking of Queenie….thinking of home?

What was given as a token of love actually served many more purposes. On April 6, 1862 at the Battle of Shiloh the coin actually stopped a bullet from injuring his leg. Dixon would have a lasting limp from the injury, but he survived because of the coin.

When he returned to Mobile he had the coin inscribed….Shiloh, April 6, 1862 My life preserver GED…and he continued to carry the coin in his pocket as a symbol of his love and devotion to Queenie as well as to commemorate his experience at Shiloh.

Dixon was unable to return to the battlefield, but continued to serve the Confederacy. He volunteered for another duty working with a new type of weapon the Confederacy was investigating….a new type of boat called a submarine. The Confederates hoped the submarines would allow them to bust the blockade that had blocked Charleston’s harbor as well as several other Confederate harbors.

At this point Fran Hawke’s book takes the interesting love story of Queenie and George and moves it to the sidelines a bit to tell the story of the Hunley. The text explains:

Learning and experimenting as they worked, the men molded iron plates into a sleek shape.

There would barely be room for eight or nine men, sitting on a wooden bench, turning the shaft that moved the propeller.

A long pole was affixed to the front of the submarine. It would hold an explosive, which would be jammed into the hull of an enemy ship.

Then, of course, as stories often do the plot returns to love. After a couple of disasterous tests George shared with Queenie that he was going to request command of the Hunley. He felt certain that the South should use submarines. He stifled any fear Queenie might have regarding his safety by reminding her he carried her gold coin.

George convinced Gen. Beauregard by telling him, “Sir, the Hunley is still in perfect working order. It only sank because the other crews made mistakes…The submarine is temperamental, but she is not a death trap.”

Under George Dixon’s command the Hunley was finally ready to attack Union ships in Charleston Harbor on February 17, 1864.

The book continues with a discussion regarding how the Hunley attacked the 200-foot-long USS Husatonic, and how the Hunley tore a hole in the side of the Union ship and sank her.

Sadly, however, the Hunley never returned to port.

The Confederacy tried to keep the loss of the Hunley secret, hoping that the Union would fear more attacks. Any hope of ending the Union blockade ended with the missing submarine and Queenie’s George.

Over the years quite a few myths surrounded the Hunley and her disappearance.

PT Barnum, a late nineteenth-century circus owner, offered a reward of $100,000 to anyone who could find the Hunley for him to display in his traveling show.

More than 100 years after the Hunley disappeared, famed author, Clive Cussler, arrived in Charleston to begin his search for the submarine. He was a Civil War expert, an underwater archaeologist, and an author. “Shipwrecks,“ he liked to say, “are never where they are supposed to be.” Cussler and his team kept looking, on an off for 15 years.

The Hunley was finally located on May 3, 1995 but it was not raised until August 8, 2000.

The book goes on to detail the painstaking efforts the folks at the Warren Lasch Conservation Center in North Charleston, South Carolina made to excavate the Hunley’s secrets…the propeller shaft, the crew’s bench, the men’s clothes, pipes, pocketknives, canteens, a wallet, a brooch, and a corked bottle. The remains of the crew members were also gathered for a proper buriel.

But what of Queenie’s gold coin?

Maria Jacobsen, the chief archaeologist sifted through the area where Lt. George Dixon would have sat. Through the mud she saw the glint of the lucky gold piece.

The coin is displayed today at the Hunley Exhibit at the Warren Lasch Conservation Center.

Fran Hawke’s book is a perfect addition to any history classroom and can be used with any age group. The story motivates students to learn more about the submarine by drawing them into the tragic love story of Queenie and George, by strategically interchanging the back story and the historical record back and forth in such a way you are totally unaware that you are learning something.

You can see both sides of the coin here.

The website for Friends of the Hunley can be found here

A picture of Queenie and more information can be found here

Historical Tales and Literature Tales...They Go Hand In Hand

One of the regular patterns I tend to follow in my teaching is introducing content to students followed by textbook skills. I also like to allow students time to work with each section of content on their own or in small groups where they can discover more information on their own. This also provides an opportunity for students to confirm content I’ve introduced to them.

I smile and am quietly amused when one of my young charges trudges up to show me a historical fact we have discussed the day before. “Gee, sweetie,” I ask, “did you thing Elementaryhistoryteacher was telling tales?”

Of course, telling an interesting tale is what makes a dynamic subject to study. Sometimes you even need to add some other tales of the non-fiction kind to spice things up and motivate students to manipulate the content.

Take the inevitable unit on the framework of the U.S. government that follows the American Revolution—three branches of government each with specific duties all of them criss-crossing across the triangle of checks and balances can make even the most eager of students glaze over into dumbfounded silence watching the cloth tick away until lunch, recess, or even—thank goodness—until math class begins.

I’m real excited to discover Lane Smith’s book titled Madam President to add to my collection of government literature tales I can share with students.

There are many reasons why I would utilize this book with my government unit. Here are 13 ways I would ask student to independently interact with the book after experiencing my lesson regarding the three branches and after they have read Madam President:

1. The book contains some very interesting artwork—the little girl in each illustration captures your attention as she goes about her combined day as a little girl and as Madam President. I would ask students to compare the artwork in Lane Smith’s book to another book in my government "tale" box and write up an analysis. How are they alike? How are they different?

2. The text is limited per page (actually a good thing), but fully details the various details of the executive branch from “photo ops” to “a president must lead by example, even if it means cleaning her own room.” I would ask students to come up with a list of things the President of the United States would find it difficult to do once he or she became president.

3. Madam President is a great read aloud for children as young as four, but my small groups of nine, ten, and eleven year olds (of all reading levels) would be comfortable working with the book. I might strategically place children together depending on reading level and due to social interaction concerns.

4. Lane Smith has included many duties of the president. One activity I would ask students to complete it to use a two-columned chart titled Non-Fiction Duties (Real Duties) and Fiction Duties. For example, from the pages regarding the President’s Cabinet a student might list the Secretary of the Treasury under non-fiction but would list Secretary of Dance under fiction.

Another way the chart could be used is for students to explain the non-fiction and fiction aspects of each presidential act. In the section where Lane Smith relates the president must attend state funerals the illustration shows Madam President attending a pet’s funeral. This would go under the heading of fiction. I would then expect the student to give me an example of a real….non-fiction state funeral.

5. I would ask students to access at least three sources online regarding the duties of the executive branch. Students would compare the sources to Lane Smith’s book. Wre there any duties Mr. Smith left out?

6. Presidential veto power is in the book as a special privilege for the president. I would ask students to research the entire process regarding what Congress can do if a bill is vetoed and how a veto can be overridden….and what in the heck is a pocket veto anyway?

7. The book advises a president must keep the peace. I would extend the example illustrated in the book (two students fighting until Madam President breaks it up) by asking students to provide other ways and situations where the president keeps the peace.

8. The song “Hail to the Chief “ is mentioned in the book along with an image of actual sheet music. I would ask students to review the lyrics and based on the duties outline in the book Madam Presidents they should come up with new singable lyrics.

9. Several different ways are given to indicate Madam President is important from the title Head of State to the more fun and more contemporary Big Cheese. I would ask students to come up with other ways we could refer to the president.

10. Lane Smith tells his readers, “A president must be protected at all times.” What a great invitation to research the Secret Service!

11. One of the more fun duties of the president given in the book is “approving lunches.” The illustration shows Madam President leaving for school with her sack lunch. Students would provide me with a formal menu of their approved luncheon with an illustration.

12. Another activitiy I would include in the choices I post for students would be for students to write a campaign speech detail all of the reasons why they would make a great president and which duties they would promise to fulfill.

13. So, whether you teach in a classroom, homeschool, or teach informally during those teachable moments with your kids or grandkids Lane Smith’s Madam President is an excellent and fun resource to use when discussing the executive branch.

Go get your copy here before the inauguration!

Lane Smith’s webpage can be found here and a separate biography here.

Today is Thursday. You can find others participating in Thursday Thirteen here