....If the Creeks Don't Rise

There are so many interesting points to bring up when discussing the War of 1812 – the writing of the Star Spangled Banner, the tornado that actually killed more British during the Washington D.C. invasion than bullets, General Andrew Jackson’s successful attempt to unite the people of New Orleans for its defense, Dolly Madison’s quick action to save the Gilbert Stuart painting of President George Washington – and the list goes on.

It’s sad really that so few Americans know about this time in American history, but I believe our first performance on the world stage defending American shores is worthy of our scrutiny, and teaches valuable lessons for all of us.

Coming home from our annual “It’s Fall, Ya’ll!” trip to Perdido Key on Alabama’s Gulfcoast I noticed an exit sign along the expressway. It read “Fort Deposit”.

“Fort Deposit,” I thought, “ Hmmmm….there has to be a story behind a place with a name like that.”

My research tells me that the town of Fort Deposit, Alabama dates back to 1813 and began as Fort Deposite or Fort of Deposit set up by General Ferdinand Claiborne under orders from General Andrew Jackson to set up a location for ammunitions supply. The location of the fort was important. The bluff it sits on the highest point between Montgomery and New Orleans. It was also located along the Jackson Military Road which linked other military camps in the area.
So……what ‘s the big deal? During the War of 1812 Jackson needed an ammunitions supply depot, and Claiborne set it up.

It’s just another little factoid in the war with the British, right?

Oh, c’mon…..you know there’s more to the story.

In 1813, Alabama was not yet a state and was considered to be part of the Mississippi Territory. While there were white settlers living in the area there were members of the Creek Indian Nation living there as well and in greater numbers.

The Creek War which arose out of a civil war within the Creek Nation is considered to be part of the War of 1812 by many historians (myself included) because the British supported the Red Sticks….the faction of Creeks who wanted their nation to return to traditional ways. The United States on the other hand supported the Creek National Council which supported trade and cooperation with the United States.

The clash within the Creek Nation began soon after the New Madrid Earthquake in 1811. Many of the Creeks who supported the Red Sticks interpreted the Earth’s movements as a sign….a sign that the Creek Nation should return to traditional ways and leave white culture alone.

By 1813, interference from the Spanish and the English pushed the Americans into the Civil War. White settlers in the immediate area were not threatened until a group of whites attacked a Red Stick supply train close to Burnt Corn Creek in July, 1813.

In retaliation the Creeks marched on Fort Mims in August, 1813 where they massacred men, women, and children. Depending on the source used anywhere from 250-550 settlers were murdered. The folks at the Fort Mim’s site explain that the saying, “the good Lord willing, and the Creeks don’t rise” came about following the massacre…..and you thought that saying had something to with water and flooding, didn’t you?

Militias in Georgia, Tennessee, and the Mississippi Territory formed ranks and marched to the Fort Deposit area.

Fort Deposit served as a base of operations for Claiborne and his men during the Battle of Holy Ground in December, 1813. Holy Ground was the settlement founded by Josiah Francis, a Creek prophet and one of the leaders of the Red Sticks. Holy Ground was located along the banks of the Alabama River. Ceremonies had been performed at Holy Ground to establish a barrier the Creeks believed would destroy any white men who invaded the settlement. One of the most exciting moments of the battle occurred when William Weatherford, a Red Stick warrior and leader (also the son of a white man and a Creek woman), attempted to find a place along the high river bank to escape from the advancing Americans. The story goes Weatherford spurred his horse forward and leaped to the river below.

You can find out more about Fort Deposit here and learn about some fossil remains here.

Staking My Claim...Again

Some things just bear repeating.

I’ve been at the beach…again…for the last couple of days, so it’s more than appropriate to share a repeat of an earlier post written on this very same beach three years ago this month…..

Mr. EHT and I were up and out very early this morning enjoying yet another sunrise on MY beach.

It is not lost on me how things change….and how they remain the same.

Enjoy my post I Conquer This Beach in the Name of ElementaryHistoryTeacher!

Lovely Latin

Somehow or another I tend to trip down the path of Latin around the time of year students examine Ancient Indians . Since so many of our references to time refer to B.C. I launch into a discussion regarding our system of time reference.

B.C. and A.D.

We learn about the Julian and Gregorian calendars and discuss the entire Before Christ (B.C.) or Before the Common Era (B.C.E.) thing.

We learn that the Anno Domini dating system came to be mainly to figure out the dates for the Christian Eastern observance by a monk fondly remembered as Dennis the Little or Dennis the Short. The name was devised not because he was short in stature but because he was of the most humble sort. Until he devised the Anno Domini system the consular dating system relating to the various Consuls of Rome had been used. Our friend Dennis didn’t like the fact that folks were having to use the name of a particular nasty emperor (Diocletian) to refer to certain years.

I also share a list of interesting Latin phrases with students. Some actually become part of our classroom vernacular over the remainder of the year, and I have given extra credit to students who have discovered more phrases on their own or who memorize some of the longer phrases.

Here is a list of 13 Latin phrases I keep in my bag of tricks:

1. a mari usque ad mare – from sea to sea…. ask students why Canada would have this as their national motto

2. ab imo pectore – from the bottom of my heart

3. acta non verba – actions not words…..this one comes in handy as we work on building our character

4. ad valorem – by the value

5. ad sum – here! present!.....I think you can understand how this phrase becomes part of our classroom lexicon

6. casus belli – event of war….the incident that is used as the cause of war. I refer back to this one often as the year progresses.

7. corruptissima re publica plurimae leges - When the republic is at its most corrupt the laws are most numerous

8. e pluribus unum – from many comes one…..this one is referred to more than once in my classroom since it is found on the Great Seal of the United States

9. legem terrae – the law of the land

10. Libertas Justitia Veritas – liberty, justice, truth

11. manus manum lavat – one hand washes the other

12. pater patriae – father of the nation

13. per curiam – ‘through the senate” legal term meaning by the court

I used number 7 as my Facebook status this week and it prompted a friend to share with me the phrase “Pro Aris Et Focis”. Scott advised it translates to “For our alters and our hearths”. You may recognize it as “For God and country….”

Today is Thursday and even though the main Thursday 13 site is no more (for now) a few folks still carry on. You can find other 13 lists by clicking here.

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.

Students and THEIR Labels

One of the things that continually have the bees in my bonnet buzzing is the issue of clothing and students.

No, this is NOT the post where I opine about the serious lack of clothing in American classrooms nor is it the post where I profess to be astounded concerning the large amount of cleavage I see at the local high school. I’m not even going to write about how most school hallways resemble a plumber’s convention due to the amount of rear ends that wink at me.

My point this time is the emphasis children place on particular brands of clothing – Abercrombie, Pacific Sun, American Eagle, Hollister….

Now, I’m not just picking on students. I’m guilty of liking certain brands of clothing as well – Ralph Lauren, Talbots, Liz Claiborne , and Jones New York to name a few.

However, the difference is while I like certain brands of clothing I don’t alienate folks if they don’t wear the same thing as I do….I don’t call them names…..I don’t belittle them publically. Wear what you personally want to wear…..I do.

Unfortunately, students can and do alienate each other, call each other names, and belittle them publically.

This type of activity can undermine our number one purpose….learning.

Every few days I invite a student to join me for lunch…I don’t do this alphabetically because it would be too predictable, but I do make sure that every student is invited each nine weeks. I ask the student to get his or her tray and join me back in the classroom. We talk about all sorts of things. I ask the student about his or her life at home, likes, dislikes. We often discuss television shows including cartoons.

This provides an opportunity for me to build relationships with students…..students that are my problem kids…..kids that are the stand-out stars….and kids that I might not ever even know they were in the room unless I invited them to lunch.

Occasionally during these lunch dates a student will let me know if he or she is having issues with other students. This is usually when I find out I’m having a major clothing issue….a clothing bias can cause enough of a disruption to hinder the learning process.

This is when our normal studies come to a screeching halt, and we take a side road through fashion in history. We might research the fashions of the time period we are studying or, I might choose a short story I can read aloud to student and then ask them to illustrate what they think the characters in the story might be wearing depending on the clues given in the story. Students have to analyze the possible time period and the character’s actions to come up with a plausible costume. These activities also get students to discussing clothing choices and how they make and DON’T make a man.

From time to time one of the activites I use involves the Presidents of the United States. Some of their clothing choices were interesting, and speaking of labels……one label that is often repeated is the Brooks Brothers label. Follow this link to my newest posting at American Presidents titled All the President's Clothes... where I discuss how the Brooks Brothers label has been involved with the executive office since the early 19th century.

Happy Constitution Day!

On this day in 1787 the United States Constitution was signed, however it was not until 2004 that an official observance was recognized by Congress. Prior to 2004 the day was celebrated as Citizenship Day.

The law which officially recognizes today as Constitution Day provides that any U.S. public school receiving federal funds must set aside a portion of classroom instruction specifically for teaching the history of the Constitution.

Here are some fun facts regarding the Constitution:

1. The U.S. Constitution Center advises our Constitution is the shortest and the oldest Constitution in the world.

2. The Constitution located at the National Archives in Washington D.C. was hand written by Jacob Shallus. He was an assistant clerk to the Pennsylvania General Assembly and was paid $30 for his touble.

3. Our Constitution was NOT the first plan of government for the United States. The Articles of Confederation failed miserably and necessitated the meeting of the Constitutional Convention to form a new plan.

4. Most people refer to the influence of John Locke when discussing the formation of our Constitution, but Monesquieu’s influence should not be overlooked. He discussed the need for balanced forces pushing against each other referencing Polybius, a 2nd century BC philosopher who discussed checks and balances.

5. Over 10,000 constitutional amendments have been introduced in Congress since 1789….only 27 have actually gone through the entire amendment process.

The U.S. Constitution is one of my most favorite topics to teach about….Since 2006, I’ve written about it several times here at History is Elementary. You can see those postings here.

Patriot Day...A Day to Remember

Today is the day that we remember the sacrifice of the 2,993 casualties in the September 11, 2001, attacks.

I’m remembering…..and I’m sure you are as well.

A worthy website to visit regarding that terrible day is The September 11th Digital Archive.

Also…..this link will take you to my past postings regarding September 11th including my own personal experience that very sad an shocking day… here.

Thars Gold in Them Thar Hills!

Sadly most American classrooms don’t mention gold in relation to North American history until the 1840s are discussed ….you know the drill….American River, John Sutter, Forty-Niners, San Francisco.

Three American History books aimed at fourth and fifth grade and two books for high school I have at my disposal all tell the tale of the discovery of gold in California along with the large numbers of people who headed to the region to get rich.

Students examine how the gold-miner wannabees reached California. In some classrooms the situation is used to teach a bit of economics regarding the law of supply and demand and of course, Levi Strauss is always brought up regarding his contribution to the blue jean industry. Other points are also brought up. For example, the Gold Rush in California caused discrimination since so many ethnic groups ended up living close together, yet it also increased the population to the point California became a state in 1850.

The California Gold Rush a valid point in American history that should be taught. I have no problem with it per se, but what about other gold rushes?

What about other great finds of gold other than the one that occurred at Sutter’s Mill?

Poor little Conrad Reed is often shortchanged in the credit department regarding history, and I’m really not sure why. I’m mean afterall….one of the ways we interest kids in history is by pointing out that kids make history just as often as adults….and little twelve year old Conrad made history in the best way possible.

One day in 1799, while walking along the creek bed on his father’s farm in Cabarrus County, North Carolina little Conrad found a rather large rock….actually it was a nugget of gold, but no one realized it for three years while the nugget served as a door stop. At 17-pounds it was a rather large nugget, and once it was identified as gold, Conrad’s discovery ushered in the very first North American gold rush.

Yes, the very first gold rush was not in California….it was in the South.

Part of teaching the American Revolution, of course, involves introducing students to the use of Hessian soldiers by the British, but what we rarely tell students is sometimes the Hessians remained in the newly formed United States and contributed to American society in different ways. Conrad’s father, John Reed aka Johannes Reith (one suggested spelling), was one of those Hessians who stayed behind after the Patriots won independence. During the war Reed had actually abandoned his post outside of Savannah and never looked back.

While John Reed might have been an excellent farmer he was very uneducated in the gold department and allowed a jeweler to purchase the nugget for $3.50 (a whole week’s wages at that time) and only later discovered the nugget was actually worth $3,600.

Not wanting to be taken again Reed began mining gold on his property and soon after a slave by the name of Peter found a 28-pound nugget. At his death in 1845 John Reed died a very rich man.

You can visit the Reed Gold Mine site here.

American Philatelist has an interesting article here regarding gold mining in North Carolina.

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.

Street Scenes From Savannah....

On our way back from St. Augustine we spent the day in Savannah. Here are a few pictures....many of them just snapped from the car:

A New Year Begins....

School starts in my district tomorrow, and every teacher I know has said the same thing. “Wow, that was a short summer!” Yep, I have to agree. It was a short summer, but like it or not the first day is here and by the end of next week summer will just be a hazy memory in our rear view mirrors.

Here are a few previous posts I’ve published here at History Is Elementary that deal with the nuts and bolts of getting ready for a new year…..things on my desk, various forms, and procedures, and one situation where I pulled a solution out of my a……out of thin air when I needed it most.

A Teacher's Throne

Tools of the Trade: Class Syllabus

Tools of the Trade: Classroom Syllabus, Part 2

Keeping a Notebook Elementaryhistoryteacher Style

Classroom Notebooks Revisted

Tools of the Trade: Study Guide

Name Calling

Tools of the Trade: Lack of Progress Letter

Enjoy! …..and HAVE A GREAT YEAR!!!!!!!!!!!!!!!!!!!!!!!!!

MY St. Augustine

I just returned from St. Augustine, Florida to celebrate my 25th wedding anniversary. It has everything this history teacher loves….lots of history and the beach as well. The picture I’ve posted above was made as we were leaving the beach area and looks over the historic area of St. Augustine. You can just make out the buildings over the trees....

Say “St. Augustine” and you might instantly think of its designation as the oldest continuously occupied European established city and oldest port in the continental United States. However, if you told me that the city was founded by Ponce de Leon on his search for the much ballyhooed Fountain of Youth I’d have to pull out my big red marker and place an X on that lovely forehead of yours.

No, the credit of founding St. Augustine does not go to Ponce de Leon. In fact, the idea that he even landed on the North American continent at St. Augustine is still heavily debated by many history scholars. While some argue St. Augustine was the place others believe he came ashore south of St. Augustine at a place known as Ponce de Leon Inlet or even further south at Melbourne Beach in 1513. Yes, old Poncey was looking for the Fountain of Youth but even that is debated since there is no known connection between Ponce de Leon and the supposed Fountain of Youth. The dots were connected by history writers after his death and the facts are on shaky ground.

The current touristy Fountain of Youth location in St. Augustine is merely a tribute to the story…..a story….a story….no facts, my dear history lover. No facts. It is a good story though. :)
The credit for founding St. Augustine goes to Pedro Menendez de Aviles in 1565. He was a Spanish admiral and pirate hunter.

You might tell me that St. Augustine was attacked by the British in 1702 and again in 1740 by the colony of Georgia’s own James Oglethorpe as he led the British in the Siege of St. Augustine during the War of Jenkin’s Ear. Yes, an ear….men will fight a war of every little thing, won’t they?

You might want to remind me St. Augustine had the first free community of ex-slaves in 1738 or that the city was in the hands of Loyalists during the American Revolution serving as the location where three signers of the Declaration of Independence cooled their heels on the British dime.

You might want me to remember the large number of Greek settlers in the area or the Minorcans whose story resembles that of the Cajuns in Louisiana.

You might want me to remember St. Augustine as the location of the fortress Castillo de San Marcos which was built by the Spanish and later renamed Fort Marion after Francis “Swamp Fox” Marion of American Revolution fame. Over time the fort housed such notables as Osceola, John Horse, and the daughter of Geronimo was born at Fort Marion.

A modern thinking person such as yourself might want me to know St. Augustine became a winter resort of the wealthy due to Henry Flagler and his railroad. You might even want me to know that St. Augustine abounds in little known and untold Black History that has only come to light in recent times such as the fact that the U.S. Signal Corp had a training facility there that trained the Tuskegee Airmen.

Yes, yes, yes….you could tell me all about St. Augustine, but this past weekend all I cared about was my companion for the last twenty-five years, my nice bed and breakfast (which I strongly recommend to all my friends and family…no children allowed though), my nice private pool, and the beach……MY beach…..not Ponce de Leon’s ….not Pedro Menendez de Aviles’….mine, mine, mine, ALL MINE. :)

Overcoming Mountains

So, I’ve been silent for a bit around here. Lots going on at my house….sending out graduation notices for my son, sending out 50th birthday invitations to family and friends (yes, I know….it’s hard to believe…ElementaryHistoryTeacher is married to a 50 year old man…amazing), and it seems every time I think I have a moment to post someone decides I need yet another thing to do.

Well, I’m here to tell you the old saying is true, and my family and friends seem to agree with it….When you need something done hand it off to a busy person.

Yes, I’m trying to overcome mountains of things to do, but you know me….I always have some historical thought going on in that busy brain of mine and this time is no different.

I’ve been thinking about my ancestors and all of the folks who arrived in the American colonies in the 1700s and decided to trek into the Appalachian Mountains.

During the early days of colonization in North America the Appalachian Mountains served as a barrier to expansion for the British colonies.

On the flip-side, however, and something I love to explore with students, is how the same mountain chain that hindered and challenged my ancestors also served as a hedge of protection for Native Americans.

Several factors contributed to this – the mountains formed a continual, unbroken chain with numerous confusing ridges, never-ending forests and undergrowth that can hide so many rewarding vistas – and of course, an alliance system the English formed with Native Americans kept a large number of colonists at bay until after the American Revolution.

Recently, my husband and I left Atlanta and traveled to Asheville, North Carolina for a couple of quiet days. Once again the beauty and majesty of the mountains washed over me, and I couldn’t help but think of those early settlers.

We traveled through the ridges and valleys quite well across well traveled and maintained roads – roads that did not exist when the colonists began the arduous task of entering and traversing the mountains.

I kept myself busy during the trip taking pictures and video and have placed some of the images here in the slideshow below for your enjoyment.

Well, back to the mountains I have before me today…..I have several to climb. :)

Childe Hassam's Flag Series....Appropriate for the Fourth

This, of course is a painting by the artist known as Childe Hassam, an American Impressionist artist best known for his series of flag paintings. I’ve used this painting before as an image here at History Is Elementary in my Fourth of July postings because it is aptly titled “Fourth of July”. (By the way…the link takes you to a list of several Fourth of July postings that appeared here in the past.)

Here are some of the other paintings in the series…a series of thirty paintings…and more information regarding this interesting artist.

Hassam became interested in expressing his patriotism for the United States during the days leading up to our involvement in World War I. Patriotic paintings were used to counter the isolationist point of view expressed by President Woodrow Wilson and others prior to 1917. In fact, at one point Hassam wanted to go to Europe and paint scenes from the battlefront, but the U.S. government would not approve the trip. At one point he was arrested for sketching naval maneuvers along a river…..

Many of the flag pictures were donated for the war effort. Hassam accepted Liberty Bonds for payment regarding one of the paintings. Hassam’s goal was for the entire series to be sold as a war memorial, however the paintings were eventually sold individually after several group exhibitions.

More of the paintings can be seen at this link.

One of Hassam's best known works in the flag series, Avenue in the Rain, remains part of the White House collection. I've posted it over at American Presidents Blog here.

Happy Fourth!......and fly those flags, please.

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

Wordless: A Mystery Coin

This week’s mystery involves the coin you see above. There is quite a story surrounding this coin….one that involves a much larger and much more tragic story during a very difficult time in American history.

Can you tell me why this coin is important? Where was it found?

I’ll be writing about this coin next week with full disclosure, but for now…how about a guess?

Find other blogs posting wordless images here.

Last week’s explanation can be found here

Is Napoleon's Hat at the Village of Perros-Guirec?

Before we begin, please listen to some personal messages.

Jean has a long mustache.

There is a fire at the insurance agency.

The rabbit is going down his hole.

The door should be left open.

Are the nonsensical sentences I’ve written above part of some strange grammar exercise?

Are we going to diagram sentences?

As much as I like diagramming….no, I won’t do that to you.

Hmmm…..has Elementaryhistoryteacher finally lost it? Well, the answer to that question could morph into a huge debate, but no….for the most part I’m in complete control of my faculties…for now.

The sentences I’ve listed above are what you might have heard if you were part of the French Resistance during World War II and you were listening to the BBC. What seemed to be nonsensical sentences were actually coded phrases that contained pre-arranged orders for the hundreds of French Resistance groups across France.

Time and time again the nonsensical messages played a part in Allied victories across France. The people of France were alerted that the beginning of Operation Overlord, or the D-Day invasion of June 6, 1944, would begin in 24 hours when the first stanza of Paul Verlaine's poem…Chanson d’Automne or Autumn Song…was broadcast.

Resistance groups were made up of men, woman and sometimes children who heeded General Charles de Gaulle’s words after the fall of France to German occupation: But has the last word been said? Must hope disappear? Is defeat final? No!...Whatever happens, the flame of the French resistance must not be extinguished and will not be extinguished. Tomorrow, as today, I will speak on the radio from London.

When teaching World War II events it’s very easy to discuss D-Day and then slide into a quick wrap-up of the war in France. I’ve seen teachers do that time and time again, but D-Day wasn’t the only invasion into western Europe via France, and we are doing students a disservice when we create the perception that all was well and things were merely mopped up after the hit the beaches at Normandy.

This week my wordless Wednesday mystery invovled a rock formation. My clues included Europe, west, and hat. Go take a look at the image again, and THIS TIME think about Napoleon and his bicorn hat. See the resemblance?

Homeschooling Granny came the closest in her guess that the formation was called Napoleon’s Rock. She asked if the formation was in Morocco. Well, I discovered in my research that there are many rock and geographic formations called Napoleon’s Hat all over the world. I know the image I posted is not the one in Morocco, but can I testify in court it is truly the one the coded messages refer to? No, I can’t. Here is another link to an image of the Napoleon’s Hat in Brittany....it could or might not be the one the coded message referred to.

So what does a rock formation have to do with coded BBC messages to the French Resistance?
Well…..first you need to know that the rock formation referred to as Napoleon’s Hat is located near the village of Perros-Guirec in Brittany. The area is known as the Cote de Granit Rose (the Pink Granite Coast). While pink granite can be seen all along the coast from Tregastel to Brehat, the rock formations in Perros-Guirec are exceptional and visitors have fun analyzing what the formations resemble.

Second….it would helpful to know that following D-Day the Allied operations became bogged down among the hedgerows of the French countryside.

Finally….the significance of the Napoleon’s Hat rock formation….French Resistance members in Brittany listened day after day for the message that would alert them that their position had changed and that they could finally exert all out war and revenge on the Germans occupying their villages and towns. The nonsensical question they longed to hear was Le chapeau de Napoleon, est-il encore a Perros-Guirec? Translated the question means is Napoleon’s Hat where it has always been – at the village of Perros-Guirec?

The question signaled the impending second D-Day invasion. Yes! There were two D-Day invasions. The second one took place on July 25, 1944 eight weeks after the first one and it was referred to as Operation Cobra.

Once members of the French Resistance heard the coded message regarding Napoleon’s Hat they were able to enter into the third phase of their work. The first phase consisted primarily of identifying and attacking sabotage targets – [they] cut railways, block[ed] roads, destroy[ed} telecommunication systems – which would cause delays for the Germans. The Second phase was keeping their original targets out of order while arming themselves and training for the mass uprising that would occur in the third and final stage. The third stage would not commence until the Napoleon’s Hat message was heard signaling the beginning of Operation Cobra. The difficulty was in maintaining the careful balance between too little action, which would allow the Germans to advance to Normandy, and too little action, which would force them to retaliate and wipe out the Resistance groups before the third phase began.

Though Operation Cobra began with several friendly fire incidents due to the large number of bombs dropped from Allied airplanes the operation was a success. French Resistance groups were no longer invisible, and they excelled in their methods to frustrate the Germans in any way they could.

By July 30th, and in less than a week after the second D-Day began, a breakthrough of 60 kilometers had been made along with the taking of 18,000 prisoners. The stalemate had come to an end and the war of attrition had suddenly and dramatically been replaced by a war of movement.

My inspiration for posting the Wednesday Mystery and this article came from a fantastic book by Colin Bevan titled Operation Jedburgh - D-Day and Americas First Shadow War…..I’ll be writing more about it later.

This page has links to BBC broadcasts with personal messages

You can hear actual recorded messages here.

This web article details one of the transmitters used to send some of the nonsensical messages.

13 Library of Congress Sound Recordings

Did you know the Library of Congress has a blog. You can find it here.

The National Recording Preservation Board, part of the Library of Congress, has released their 2008 list of recordings added to the LOC collection to maintain and preserve sound recordings and collections of sound recordings that are culturally, historically, or aesthetically significant, and for other purposes.

The entire list of the 2008 Registry can be seen at this link, but I’m presenting my favorite 13 of the 25 below.

If you don’t have Real Player you might want to download it to hear the clips. My mind is already turning over how these clips could be used to teach certain aspects of 20th Century history.

1.“At Last!,” Etta James (1961) ….Etta James’ recording of “At Last” is widely acknowledged as a “crossover” masterpiece…Her sultry, blues-inflected approach to “At Last” -- set in a brilliant strings and rhythm section arrangement by Riley Hampton -- transcends genre, like all great crossover interpretations.

2.“Rank Stranger,” Stanley Brothers (1960) ….The Stanley Brothers, one of the premier bands of the formative days of bluegrass, included sacred songs as a featured part of their performances. Their recording of “Rank Stranger,” written by famed gospel songwriter Albert E. Brumley Sr. and sung with reverence and simplicity in the traditional mountain style, shows why the Stanley Brothers continue to influence performers today.

3.“2000 Years with Carl Reiner and Mel Brooks,” Carl Reiner and Mel Brooks (1961) ….The secret to living 2000 years? “Never touch fried foods!” In their party routine first performed for friends, Mel Brooks played a 2000-year-old man, while Carl Reiner, as the straight man, interviewed him. After much convincing, the two writers for Sid Caesar’s “Your Show of Shows,” recorded their ad-libbed dialogue for a 1961 album.

4."The Who Sings My Generation,” The Who (1966) ….On their first album, The Who, assisted by The Kinks’ producer Shel Talmy, laid down a set of tracks that would include both enduring classics and mainstays of their later concert performances. Pete Townshend penned the rebellious title track, “My Generation,” which features John Entwistle playing one of the earliest bass leads in rock.

5.“No News, or What Killed the Dog,” Nat M. Wills (1908) …This recording captured a gifted monologist at his best and became one of the most popular performances on early records. The “No News” monologue, with roots in oral tradition, was one of vaudeville’s most famous and often-copied routines

6.NBC Radio coverage of Marian Anderson's recital at the Lincoln Memorial (April 9, 1939) ….By 1939, Marian Anderson had been hailed as the greatest contralto of her generation, yet she was refused the use of Constitution Hall in Washington, D.C. because she was an African-American. The ensuing controversy climaxed with her historic recital on the steps of the Lincoln Memorial on Easter Sunday, 1939. There she sang to an audience of over 75,000 people, with a national radio audience of millions more. Though brief newsreel excerpts of her brilliant performance have become familiar and even iconic since that time, the contemporary impact of this live, continuous radio coverage cannot be underestimated, and it is now our most complete documentation of this key event in the struggle for civil rights.

7.“A Child’s Christmas in Wales,” Dylan Thomas (1952) …Part nostalgic childhood remembrance and part poetic incantation, “A Child’s Christmas in Wales” was issued with five of Dylan Thomas’ poems on Caedmon Records’ first release. According to the label’s co-founder Barbara Holdridge, Thomas arrived in the studio with insufficient material to fill an entire LP, but he remembered writing a Christmas story for Harper’s Bazaar. Holdridge and her business partner, Marianne Roney, were able to identify the piece as “A Child’s Christmas in Wales” and obtained a copy from the magazine. It became one of Caedmon’s most successful releases and has been credited with launching the audiobook industry in the United States. “We had no idea of the power and beauty of this voice,” Holdridge said of Thomas’ reading, “We just expected a poet with a poet’s voice, but this was a full orchestral voice.”

8. “West Side Story,” original-cast recording (1957) …While there are over 40 recordings of the score to the Broadway show “West Side Story” in various languages and styles, the original-cast recording is in many ways unequaled. The orchestra was increased to 37 for the recording, but the performances of this rich score are visceral and passionate. Bernstein’s music—with its Latin, jazz, rock and classical influences—was arguably the most demanding score heard on Broadway up to that point.

9. “Rumble,” Link Wray (1958) ….Asked for a tune that kids could dance “The Stroll” to, Link Wray came up with this powerfully menacing guitar instrumental on the spot, and the crowd went wild, demanding encores. When he couldn’t recreate the distorted sound of his live version in a studio, Wray poked holes in his amp speakers, cranked up the tremolo, and was then able to capture what he wanted in three takes -- for a cost of $57.

10. “He Stopped Loving Her Today,” George Jones (1980) ….George Jones has said that he initially thought “He Stopped Loving Her Today” was too sad to be very popular, but, at one of the lowest points of his career and personal life, he made it one of country music’s defining and most enduring songs.

11. “Tom Dooley,” The Kingston Trio (1958) ….The Kingston Trio recorded their version of “Tom Dooley” on their debut album for Capitol Records in early 1958. The song was already part of their regular set list and was also in the repertoire of other folk revivalists such as the Tarriers and the Gateway Trio. In spite of Dave Guard’s distinctive and dramatic opening narration, the song attracted little attention on its own until a Salt Lake City radio station began playing it heavily, prompting Capitol Records to place an 1866 murder ballad on a 45rpm record for the teenage market. This sparked a modern-folk revival, the influence of which would be felt throughout American popular music.

12. “Night Life,” Mary Lou Williams (1930) …When a record producer asked for an impromptu solo piano performance, 20-year-old Mary Lou Williams created an original three-minute collage of stride, ragtime, blues and pop styles that summarized the art of jazz piano to that time while pointing to the future of that genre and her own career in it. At the time, she was a pianist, composer and arranger for Andy Kirk and his Twelve Clouds of Joy, one of the great jazz bands of the Midwest. She later said that thoughts about the nightlife of Kansas City had driven this composition.

13. “Sinews of Peace” (Iron Curtain) Speech at Westminster College in Fulton, Missouri, Winston Churchill (March 5, 1946)…. The LOC site did not provide a link to the audio file. Here is one to a YouTube video. Lamenting the deepening shadow of the Soviet Union’s occupation of Eastern Europe and fearing Soviet-directed, fifth-column activities in the West, Winston Churchill delivered this opening salvo of the Cold War at Westminster College in Fulton, Missouri. The speech heralds an increasingly widespread feeling in the West that a tougher stance was needed toward Russia, a departure following the positive image that the country enjoyed as a wartime ally in World War II. Churchill famously pronounced that “From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent.”

View some of my other Thirteen posts here.

See what other bloggers are posting about by visiting the Thursday Thirteen hub.

Wordless: Interesting Places

Here’s a puzzle for you….this rock formation had a very important role to play in history.

Can you guess which world history event is involved?

Here’s are a few hints….Europe, West, and hat.

Guess away. I’ll be writing more about this later with a full explanation.

Check out the Wordless Wednesday hub here

All Hail the Patriotic Squirrel

It’s been a crazy couple of weeks around here at Elementaryhistoryteacher Central….Recently I’ve loaded my plate up with so much stuff I’ve needed a Chinet (you know….the Cadillac of paper plates) just to tote it all around.

Sadly in my rush to get around town and cross one more thing off my to-do list I’ve been leaving dead bodies in my wake….For some crazy reason squirrels and snakes seem to jump out at me when I least expect it. So far the carnage count from last week is three squirrels and one very long snake who thought the roadway might be an interesting place to work on his or her tan.

As much as squirrels annoy me and snakes just scare me to death I don’t relish hearing the sound and feeling the thud as their little bodies thump against the tires of my car.
It devastates me to kill an animal, and it really, really ruins my day.

Though I strongly feel squirrel are just rats with good PR, I don't really want to run them down with my car. One of the bushy-tailed creatures was hit on my street….close to my home. Gee, a neighborhood squirrel….not some random squirrel I didn’t know, but one that’s probably scampered across my yard, teased my cat, or even wintered in the attic of my home. It didn’t help that Dear Daughter jumped out of the car once I wheeled in the drive and ran up the street to take pictures with her cell phone camera of the BREAKING NEWS.

Mother, Teacher, Blogwriter crushes squirrel and abandons it to die alone….Details at 11!

Oh, the shame.....

That was the first death to occur at my hand last week….by the time I had killed two additional squirrels and then ran all four wheels over a snake stretched out across the roadway I decided I must do something to appease the Animal Kingdom. Perhaps that’s the only way I can avoid killing anymore creatures.

I actually stayed in all day today just to keep the death toll at a minimum.

Then I remembered I had saved the link to a story about a Michigan squirrel. Over Memorial Day the folks at Mount Hope Cemetery near Detroit place close to 1,000 small American flags on soldier’s graves. From one day to the next cemetery workers noticed many of the flags were missing….all that was left was the wooden stick the flags had been attached to.

Hmmm…was it the work of terrorists? Anarchists? Vandalizing hoards of teens?

Nope.

Just a dang squirrel….and a patriotic one at that.

My kind of squirrel! I bet it knows the pledge as well.

The little varmit detached a flag stapled to a staff and carry it up a tree to its nest in front of the cemetery superintendent. The squirrel was using the flags to line its nest.

Here's a link in case you missed the story.

So, I hope by posting this I have now appeased the animals ,and they will just stay the heck out of my way for the rest of the summer.