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 Learning Our Community's American Lore

The Program: 2004-2005 Workshops

Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6

~ Day 1 ~
Workshop One: Doing History
October 26, 2004
8:30 - 8:50 Opening Business
8:50 - 9:30 What is "doing history?"
8:50 - 8:55 Individual writing: What does it mean to you to do history?
8:55 - 9:05 Partner sharing (5 min each): Identify 3 similarities
9:05 - 9:10 Small group discussion: What patterns did you notice? Were there any surprises?
9:10 - 9:30 Large group discussion
9:30 - 12:30 Constructing a Textbook
9:30 - 10:30 Presentation: Jacqueline Jones discusses the making of Created Equal
10:30 - 11:30 Small group work: Compare Created Equal to the textbook you use in the classroom.
11:30 - 12:00 Q and A
12:00 - 12:30 Presentation: Teaching with Primary Sources, Jacqueline Jones
12:30 - 1:00 Lunch
1:00 - 1:30 Favorite lesson
1:00 - 1:05 Individual writing: describe your favorite lesson
1:05 - 1:10 Small group discussion
1:10 - 1:30 Large group discussion
1:30 - 2:00 Models of student work
2:00 - 2:30 Reflection
Compare your favorite lesson and the practices of doing history. What do these two things have in common?

Photographs:


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~ Day 2 ~

Workshop Two: Fieldwork in Salem Village
October 27, 2004

8:30 - 9:15 Travel from Shore to Danvers
9:15 - 9:45 Explore Nurse Homestead
[location: Nurse Homestead- Rebecca Nurse House]
9:45 - 10:45 Walking Tour of Salem Village
[location: walk from Nurse Homestead to other parts of Danvers Historical District/ Salem Village and then back to the Homestead)
10:45 - 11:15 Lunch
Share observations over lunch
[location: Nurse Homestead grounds]
11:15 - 1:15 Interpreting the Documents
Evan Haefeli facilitates the interpretation of documents from the Salem Witch Trials.
[location: Meeting House on Nurse Homestead grounds]
1:15 - 2:00 Travel back to Shore
2:00 - 2:30 Reflection
What do historians do? Did we do these things? Does today’s experience change your understanding of a primary source?
[location: Shore]

Photographs:


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~ Day 3 ~
Workshop Three: Fieldwork at the Somerville Theater
December 7, 2004
8:30 – 8:40 Opening Business
8:40 – 9:00 Team-Building Activity
w/ Steven Levy and Steve Cohen
9:00 – 9:30 Bus to Somerville Theater
9:30 – 10:30 Gallery Walk in Somerville Theaterw/ Evelyn Battinelli, Somerville Historical Society
Photos, maps, and other primary source artifacts are posted museum style on wall. Short tour of Somerville Theater. Participants are invited to spend time looking at the gallery, taking notes, recording questions, observations in journal. Silent film may be shown. Blank poster paper is located in several places with headings: Questions, Observations, and Powerful Words. Markers are available and participants are invited to chart responses on paper.
10:30 – 11:00 Presentation on the Lost Theaters Project
w/ David Guss, Tufts University
11:00 – 12:00 Oral History Workshop
w/ David Guss, Tufts University
12:00 – 12:30 Discussion
w/ David Guss, Steven Levy, Steve Cohen, Evelyn Battinelli
  • How could you apply this model to your community?
  • What other institutions in your community might server as a resource for similar projects?
12:30 – 1:00 Lunch in Davis Square (brown bag or purchase)
photographs of participants will be taken for the website
1:00 – 1:30 Travel back to Shore Collaborative
1:30 – 2:10 Discussion
w/ Steven Levy and Steve Cohen

Share experiences: what did we learn about "doing history?" Journal and discuss

Here’s how we’re defining the practice of "doing history":

  1. Locate primary sources: What’s left from that era? Where do we find it?
  2. Examine primary sources: What do they say?
  3. Interpret sources from different perspectives: What did they think… and why?
  4. Understand historical context: Why did it happen this way? Why did it happen at this time?
  5. Draw conclusions: What does it mean?
2:10 – 2:30 Evaluation and Reflection
w/ Mary Lou Schaalman

Photographs:


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~ Day 4 ~
Workshop Four: Research at Tufts
December 8, 2004
8:30 – 9:00 Bus to Tufts University
9:00 – 9:30 Group meeting in Tisch Library, Austin Conference Room
w/ Chris Capazzolo, MIT
Doing History with Chris Capazzolo
9:30 – 10:00 Group Discussion
w/ Steven Levy
Introduce a simple project-planning template that helps teachers identify learning goals, guiding questions, learning experiences or activities, and products that demonstrate understanding.
10:00 – 10:30 Introduction to Research in Tisch Library
w/ Connie Reik, Research Librarian, Tufts University
10:15 – 12:15 Research in Grade Level Groups
Independent research
Individual group meetings with Chris and Steven/Steve
12:15 – 12:45 Lunch in Meyer Campus Center (brown bag or purchase)
Photographs of participants will be taken for the website
12:45 – 1:45 Meyer Campus Center, Large Conference Room
  • Steven introduces protocol for feedback.
  • Teacher presentations: elementary, middle, high school.
  • Teachers present their draft plans to each other for feedback.
1:45 – 2:00 Evaluation and Reflection
w/ Mary Lou Schaalman
2:00 – 2:30 Travel back to Shore Collaborative

Photographs:


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~ Day 5 ~
Workshop Five: Interpreting Different Perspectives
January 10, 2005
Pre-reading: Created Equal: A Social and Political History of the United States, Chapter 13 (pages 431-461).
9:00 – 9:30 Grant progress update and discussion
[Austin Conference Room, Tisch Library]
9:30 – 10:30 Evan Haefeli models the process of doing history
(Locate, Examine, Interpret, Connect to Broad themes, Draw conclusions)
[Austin Conference Room]
10:30 – 11:15 Grade-level groups work with document sets
[Austin Conference Room]
11:15 – 12 Large Group Discussion
[Austin Conference Room]
12 – 12:30 Lunch
[Meyer Campus Center]
12:30 – 1:00 Hand out Project Description
[ERC, Tisch Library]
1:00 – 1:15 Web Board
[ERC]
1:15 – 2:15 Town meetings on locating primary sources
- Connie Reik (Winthrop, Revere, Everett) [ERC]
- Local Historical Societies (Medford, Somerville) [Tower Café]
2:15 – 2:30 Wrap-up and feedback
[ERC]

Photographs:


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~ Day 6 ~
Workshop Six: Doing History
January 11, 2005
9:00 – 11:30 Doing History [ERC, Tisch Library]
  1. Locate
    1. 10 minutes reflect on what types of sources we've seen - list on chart paper in grade level groups
    2. Present grid of different types of sources and where to find them
    3. Connie - presents other databases available at Tufts
  2. Examining
    1. Observe first and formulate questions
    2. Look For Patterns
    3. Make Inferences
    4. How to Read the Census
  3. Interpreting
    1. Name all the players: Northerners, Southerners, blacks, whites, women, slaveholders, etc.
    2. What does each group want?
    3. Where do these different perspectives conflict?
    4. Who made this? What is their perspective or bias? How do i know this?
  4. Connect to Broader Issues
    1. Identify big themes of the time period in textbook. What is the big story? How does this document fit? How does this document suggest, reflect broader themes of the period? How can we compare then and now?
  5. Draw Conclusions
    1. Why does this matter?
    2. What lessons can we draw?
11:30 – 12:00 Lunch [Meyer Campus Center]
12:00 – 1:00 Next Steps: Looking Ahead to the Spring [ERC]
January - April: develop projects, consult with Steven and Steve and each other
April - May: Teach projects
June: Exhibition
1:00 – 2:00 Town meetings on locating primary sources [ERC and Tower Café]
- Connie Reik (Medford, Somerville)
- Local Historical Societies (Everett, Winthrop, Revere)
2:00 – 2:30 Wrap-up and feedback [ERC]

Photographs:

Other Workshop Details:

 

Shore Collaborative  •   Department of Education at Tufts  •   TAH Grant Program
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