Creating Historians

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Creating Historians

• Using Primary Source Documents for Inquiry Based
  Learning

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Frederick Douglass, on learning to read and write

• The plan which I adopted, and the one by which I
  was most successful, was that of making friends
  of all the little white boys whom I met in the
  street. As many of these as I could, I converted
  into teachersI used also to carry bread with me,
  for I was much better off in this regard than
  many of the poor white children in our
  neighborhood. This bread I used to bestow upon
  the hungry little urchins, who, in return, would
  give me that more valuable bread of knowledge

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• After that, when I met with any boy who I knew
  could write, I would tell him I could write as
  well as he. The next word would be, I dont
  believe you. Let me see you try it. I would
  then make the letters which I had been so
  fortunate as to learn, and ask him to beat that.
  In this way I got a good many lessons in writing,
  which it is quite possible I should have never
  have gotten in any other way

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Why Baltimore?Who Freed the Slaves?

• Addressing Thematic Questions using Primary
  Source Analysis

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What is a text?
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Frederick Douglass

• Going to Baltimore laid the foundation, and
  opened the gateway, to all my subsequent
  prosperity.

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• One asked me if I were a slave. I told him that
  I was. He asked, Are ye a slave for life? I
  told him that I was. The good Irishman seemed to
  be deeply affected by the statement.

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• Then too, I found that there were puzzling
  exceptions to this theory of slavery on both
  sides and in the middle. I knew of blacks who
  were not slaves I knew of whites who were not
  slaveholders and I knew of persons who were
  nearly white, who were slaves. Color, therefore,
  was a very unsatisfactory basis for slavery.

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How to Read Primary and Secondary Sources

• Excellent templates at NARA
• http//www.archives.gov/education/lessons/

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Dr. Patrick Rael (Bowdoin College)Reading a
Primary Source

• Purpose of the author in preparing the document
• Argument and strategy she or he uses to achieve
  those goals
• Presuppositions and values (in the text, and our
  own)
• Epistemology (evaluating truth content)
• Relate to other texts (compare and contrast)

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Dr. Patrick Rael (Bowdoin College)Approaching a
Secondary Source

• Structure How has the author structured her
  work? How would you briefly outline it?
• Thesis A thesis is the controlling argument of a
  work of history. "how could I sum up what this
  author is saying in one or two sentences?"
• Argument Is it a well reasoned, well
  constructed argument? Note, it doesnt matter if
  you personally like or support the argument.
• Motives Why might the author have written this
  work? This is a difficult question, and often
  requires outside information, such as information
  on how other people at the same time were writing
  about the topic.
• Primaries What primary sources has the
  historian used to support her argument? Has she
  used them well?

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Samples of Local Emancipation Issues

• Massachusetts State Archives

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David Walkers Appeal to the Coloured Citizens
of the World but in particular and very
expressly, to those of the United States of
America
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Governor Andrew, Dear Sir, Mr. Stearns does not
get the opportunity to deliver my message to you,
so I must present my petition under my own hand.
I want to offer a suggestion about our pet
Regiment, which to me is quite . Negroes are
like children, all eye and ear. From their
tropical extraction they delight in color.
Nothing would give them a prouder step, or
command more observation, than a costume like the
Chasseurs dAforgar. (Red pants, blue jacket
and yellow turban.) How splendid their dark skins
would look in such a setting! Indeed, it would be
no small lever in recruiting. Can you Not induce
the War Department to do this? Will you also
grant me the honor of furnishing them with a
Banner, which shall be in harmony with this
costume steeped in the joy colors? Further
grace that you will offer any suggestions
about this Banner, which may seem wise, and good.
All Which I respectfully Submit And with
genuine personal regard Truly Yours- Mary E.
Stearns Governor Andrew Medford. Feb. 20th 1863
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Emancipation

• Emancipation from the Top Down
• Emancipation from the Bottom Up

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Key Frederick Douglass Documents

• Douglasss What is Your Fourth of July to Me
• http//www.pbs.org/wgbh/aia/part4/4h2927t.html
• Douglass Oration in Memory of Abraham Lincoln
• http//www.ashbrook.org/library/19/douglass/lincol
  noration.html

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1st Meeting (August 1863)

• Douglass is infuriated as a recruiterseeks and
  gets an audience at the White House w/ Sec. of
  War Stanton August 1863 and get a 45 minute
  audience with Lincoln
• Didnt agree on everything, but he is deeply
  impressed by the way Lincoln treats him
• He is worthy of the name Honest Abe

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2nd Meeting (August 1864)

• Calls Douglass to White HouseRecruit people to
  go into South and get slaves to U.S. linesIf
  Lincoln loses, whoever gets elected will nullify
  the Emancipation

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3rd Meeting Lincolns 2nd Inaugural (March 1865)

• Douglass is invited and attends
• 1/8th of the population were slavesall know
  somehow that it was the cause of the war.
• Fervently we do pray
• Until unrequitedevery drop of blood..
• With malice toward noneas god gives us to see
  the right.
• To bind up the nations wounds
• http//www.bartleby.com/124/pres32.html

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Second Inaugural

• Douglass comes to the front door of the White
  Housestopped by two soldiers
• Lincoln says about Douglass There is no man in
  the country whose opinion I value more than
  yours.
• Douglasss response Mr. President, that was a
  sacred effort.

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Freedmens Memorial Monument to Abraham
LincolnorFreedoms Memorial
http//www.hmdb.org/marker.asp?marker2097
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Using Photographs to Prompt Writing, Reading and
Research
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April 5, 1976
Metropolitan Boston and Race Actions for
Educational Emancipation
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Produced for the 1975-1976 school year
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Freedom House Institute on Schools and
Education, Boston School Committee "Student
Desegregation Plan" A Response (February 3,
1975) Commonly known as "The Maroon Report."
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South Boston politician William Bulger on Judge
Arthur Garrity and His Decision

• Garrity has the sensitivity of a chain saw and
  the foresight of a mackerel
• Tim Rutten, The Soiling of Old Glory' by Louis
  P. MasurBook Review, Los Angeles Times April 9,
  2008. Accessed August 1, 2008, http//www.latimes.
  com/news/nationworld/world/europe/la-et-rutten9apr
  09,0,4318986,full.story

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April 5, 1976
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Using Oration as Historical Text
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• http//www.masconomet.org/teachers/dmitchell/Key2
  0Links.html

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Oral History Projects Family Biography Project