I have found a wealth of material through my research, and my job now is to filter through all those different articles, and compose the document that I just talked about. I have found about 5 published sources in academic journals that are useful, and about double that amount in online reading that can be accessed by teachers. I will be submitting my final draft to my supervisor tomorrow.

Wrap up

I’ve posted two of the summaries of my articles as examples of what I am doing. I’ve spoken with my Internship supervisor and am in the process of completing the final product of my research. I will be creating a document in which I can give teachers all the resources they need-and in which I can reference teachers to read articles I have found.  I have found five articles that I will refer teachers too, and give summaries of each.  I will also include data base’s which are useful, and include several sections within those data bases that I feel will be relevant and helpful to teachers. I have found different websites in which students can use. I have also found several exhibits at the chicago history museum that i will recommend to teachers. The last thing in my document will be suggested reading for teachers to use that will be helpful for them.

Article 2

Using Confederate Documents to teach about Secession, Slavery, and the Origins of the Civil War by James W. Loewen.  Loewen deals with the main issue of why the United States went to war with itself. He aims  to debunk the myth that many states seceded for states rights; rather states left the union for the preservation of slavery. Loewen aims to help teachers understand the real reasons for the civil war-slavery. He supports his thesis with primary source documents, such as the declarations of the southern states themselves. While many teachers teach by the textbook, Loewen points out flaws that many textbooks will have when talking about the war. He ends by suggesting that teachers can buy old textbooks, for extremely cheap prices, and have a real historiography-so that students will understand that when something was written shapes what was written.

Article 1

Slavery, the Constitution, and the Origins of the Civil War by Paul Finkelman. This document deals with tracing the constitutional authority of both states and the federal government. What was the Civil War really about? This article shows the struggle for slavery before the civil war. While the Fugitive Slave Act was passed, Northern states added their own stipulations to this federal law. Finkelman also examines how this was not a war about States rights, but a war about slavery. The only rights states fought about were the rights to own slaves. The third section focus on where Lincoln drew his authority on to free the slaves in the emancipation proclamation.

Over the next few days-

I have contacted the librarians at Loyola and they have helped me find the data bases, and academic journals that I needed to complete my work. Over the next week, I will be posting reviews and summaries of the journals that I am going to use the packet we use to give teachers background knowledge in subject areas. Four of these articles are online, while the rest are PDF’s. The guides for the two documentaries will be posted soon.

In Lieu of Meeting Museums

So I haven’t been able to set a time with the a Museum, but I will be working on creating video guides for students for several different documentaries that students will be able to watch in class. Two different ones, that I feel personally address the questions I raised quite well are projects on General Grant and Robert E Lee. These are the websites for the documentaries I will be working on.

Why do Teachers need Primary Source documents?

A little back story, a good website I have found is Well I didn’t find it, the lovely librarians at Loyola guided me to resources that would be useful to teachers-especially in this specific topic I am looking into. As I was sifting through the site, I came across this quote, “Textbooks, which feature the passive voice and condensed versions of momentous events, rarely capture the passion and drama of the past.”-this is it. This is why I am doing what I am doing, American students, in my opinion, need to understand exactly what was involved in this war. It is important not to cast the actors in the civl war as great heros, or villans, both scenarios removing the humanity and realness of the situation. So as Historians, it is our job to bring to teachers all the complex issues that arise in the Civil War. As Historians it is also our job to go around bias, and understand how different people will approach the war differently. What this website does, is organize’s and present arguments about these issues. It also collects and presents the different primary sources.  So my task now is to find and identify portions of this website in order to answer questions previous posed.