what do good history detectives want to know?

M.Lisanti/D.Hicks

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Summarize,Contextualize,Infer(informedguesses),Monitor(Morequestions)Corroborate

Findingandusingevidencetoanswerdifficultquestions!!!!

Summarize:Whatdoesourevidencesay“outloud”? Whatistheevidence? Whocreatedtheevidence?Why? Whowasinvolved?Whatdoweknowaboutthem? Whatfacts/detailscanwepullfromtheevidence

Contextualize:Whendidsomethinghappen? Whydoesourevidenceexist?Wasitleftonpurposeorbyaccident? Doweknowanythingelseaboutwhatwashappeningorgoingon

aboutthesametime? Whatdoweknowaboutthepeopleinvolved? Wheredidourevidencecomefrom?

Infer:Whatistheevidencesaying“betweenthelines? Couldourevidenceinclude/hidepersonalopinions? Whatdoestheevidencesuggest?

MoreQuestions/Monitor:Whatquestionswouldwestillliketoanswer?

Whatothersourcesofevidenceshouldwelookfor?Whatevidencearewemissing?

Arethereanymissingideas/perspectives?Corroborate:Howdoestheevidencecometogethertohelpmeanswerthebigquestion?

Whatinformation,similaritiesanddifferencesexistintheevidencetohelpmeexplain/answerthequestion?

DETAILS!EVIDENCE!DETAILS!DETAILS!EVIDENCE!DETAILS!

WHAT DO GOOD HISTORY DETECTIVES WANT TO KNOW?

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HISTORYDETECTIVECOMPLETINGREPORT___________________________PREPAREYOURCASEABOUT:_____________________________________________

EVIDENCEA.ANALYSISREPORTWHATAREYOUSUREYOUKNOWFROMTHEEVIDENCE?JUSTTHEFACTS/DATES(Summarize/Contextualize)__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

WHATARESOMEGOODGUESSESYOUCANMAKEANDWHATEVIDENCESUPPORTSTHEM?(Infer)__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________WHATQUESTIONSWOULDDOYOUSTILLHAVEABOUTTHECASE?(monitor)__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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EVIDENCEB.ANALYSISREPORTWHATAREYOUSUREYOUKNOWFROMTHEEVIDENCE?JUSTTHEFACTS/DATES__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________WHATARESOMEGOODGUESSESYOUCANMAKEANDWHATEVIDENCESUPPORTSTHEM?__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________WHATQUESTIONSWOULDDOYOUSTILLHAVEABOUTTHECASE?__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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EVIDENCEC.ANALYSISREPORTWHATAREYOUSUREYOUKNOWFROMTHEEVIDENCE?JUSTTHEFACTS/DATES__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

WHATARESOMEGOODGUESSESYOUCANMAKEANDWHATEVIDENCESUPPORTSTHEM?__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________WHATQUESTIONSWOULDDOYOUSTILLHAVEABOUTTHECASE?__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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WRITEYOURREPORTTOTELLWHATYOUHAVEDISCOVEREDABOUTYOURMISSION.YOUMUSTUSEYOUREVIDENCETOBUILDASTRONGARGUMENTABOUTWHATYOUKNOW.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DEARMSROOSEVELT….

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What’supwithallthismail?Weobviouslyhavesomekindofsituation,sowhatisit?QUESTION:WhatwaslifelikeforchildrenintheGreatDepression?EVIDENCEA.

JUNE271938STANTONVILLETENNDEARMRS.PRESIDENTIAMALITTLEGIRL5YEARSOLDIHAVEALITTLEBROTHERHECALLSMESISTIEICALLHIMBUZZIE.AFTERYOURLITTLEGRANDCHILDREN.IWISHIHADASHIRLEYTEMPLEDOLL.DADYCANTNOTBUYONEILOVEYOUPATRICIAANACARROLLhttp://newdeal.feri.org/eleanor/index.htmEvidenceB

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PortMorrisN.J.March20,1934MyDearMrs.Roosevelt,Doyourealizethat"Easter"isathand?Doyourealizehowmanyheartsarebrokenonthisaccount?Doyourealizehowharditsgoingtobeformostpeople?Likeme,forinstance,IamayounggirloffifeteenandIneedacoat,sobadIhavenomoney,noranymeansofgettingany.Myfatherhasbeenoutofworkfortwoyears.http://newdeal.feri.org/eleanor/index.htm

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TheMysteryofthe“TiredOldLady”Wehaveasituation!Amysterywomanhasbeenarrestedandshe’snottalking.We’vegatheredsomeevidenceandnowweneedtoknow:QUESTION:Whoisthiswomanandwhyisshesoimportant?EVIDENCEA‐‐www.loc.gov/exhibits/brown/images/br0119s.jpg

EVICENEB:http://library.kentlaw.edu/Exhibit/Montgomery/otherarrest.htm

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EvidenceC EvidenceD

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EVIDENCEESource:http://library.kentlaw.edu/Exhibit/Montgomery/policereport.htm

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EVIDENCEF:http://www.loc.gov/exhibits/brown/images/br0118p1s.jpg

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ThePeculiarInstitution…Slavery…(Alittlemorecomplex‐maybe)QuestionstoExplore

Whoweretheabolitionists?Whatdidtheyhopetochange/abolish?Why? Whatargumentsdidsomehaveagainstchangeandabolition? Howdidpeople“talk”aboutslaveryinpoliticalcartoons,broadsheetsand

posters?Whattypesofviewsdidpeoplehaveregardingslavery,AfricanAmericans,andhowdidtheychangeovertime?

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ProcedureIdeas1.ProvidestudentswithSCIM–Cmaterialse.g.(a)QuestionFrame/Checklist(b)GraphicOrganizerforIndividualSources,and(c)CorroborationChart.(Ifyoucanuselargepaperandhaveitonthewallsthatworkswellforsharing)2.Workingeitherindividuallyorinpairs/triadshavestudentsexamineaseriesofdifferentindividualsources.(Teachervoice:“Usingtheindividualsourcegraphicorganizerandthe4initialphasesofSCIM‐Cexaminetheindividualsourceinordertobegintoanswertheinvestigativequestionsabove.AsyouuseSCIMremembestostudytheimageandalsotheaccompanyingreferencematerialtocompleteyourchart.Useonegraphicorganizerforjustonesource.AfteryouhavecompletedonecallmeoverandIwilldetermineifyouarereadytoexamineanothersource”)Note:Determinehowmanysourcesyouwanttouse‐somegroupscouldhavethesamesource.Oftenyoudonotneedtousemanysources‐youcankeeptheinitialinvestigationtightanfocused.Determinenumberbythetimeyouhaveandthenatureofthequestion.3.Afterstudentshaveworkedon1‐3sourceshavethemsharetheirSCIManalysiswiththeclass.Remindstudentsoftheguidinghistoricalquestionandshowtheclassthesourceandreferencematerialsasstudentsgoovertheiranalysis.ProvidefeedbackandsupportusingtheSCIMquestionstoreinforcetheiranalysisortohelpstretchthemfurther.4.After2‐4individualgrouppresentationsoftheirindividualsourceanalysis,theteachercanbegintoleadthecorroborationphaseoftheanalysisusingthecorrobarationchartandguidingquestionsforcorroborationwiththewholeclass.(TeacherVoice:“Wehavebeguntogetsomeniceindividualsourceanalysis,let’susewhatwearenowgleaningasevidencetobeginthecorroborationprocesstohelpanswerthekeyhistoricalquestions.Usingthischartandthequestionframewhatsimilaritiesarewenowseeing..”(Usethequestionsincorroborationphasetoguidestudentinsightsandrecordappropriatelyonthecorroborationsheet)5.Afterrecordingkeyinsightsoncorrobationchartwithaseriesofsource–gobacktomoreindividualsourceanalysis.After2‐4havebeenpresentedtheteachercangobacktothecorroborationprocessusingthecorroborationchart(s).(Youmayneedmoreroomormorethanonechartforcorroboration).6..Uponcompletionofindividualsourcepresentations–completethecorroborationprocess–theteachermayleadoryoumaynowtransferthisresponsibilitydirectlytostudents.7.Developinganaccount:Youcandeterminethetypeofaccountyouwantthestudentstoconstruct—butitisimportanttobeexplicitinyourdirections(TV:“InordertoanswerthehistoricalquestionyoumustprimarliyuseonlytheevidencegleanedthroughtheSCIM‐Cprocesstodevelopyourhistoricalaccount.”(thiswillpreventstudentspullingideasoutofthinairthatarenotsubstantiated).

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SourceA

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SourceA.Provenance

AlfredR.Waud.

"TheFirstVote."

FromHarper'sWeekly,November16,1867.Copyprint.

TheFifteenthAmendmenttotheU.S.Constitution,ratifiedMarch30,1870,

providedthatallmalecitizenswereentitledtovote.Becausetheblackpopulation

wassolargeinmanypartsoftheSouth,whiteswerefearfuloftheirparticipationin

thepoliticalprocess.Nevertheless,theRadicalRepublicansintheU.S.Congress

weredeterminedthatAfricanAmericansbeaccordedalloftherightsofcitizenship.

LibraryofCongress

http://www.loc.gov/exhibits/odyssey/archive/05/0521001r.jpg

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Source B

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SourceBProvenance

TITLE:[Journeyofaslavefromtheplantationtothebattlefield]

CALLNUMBER:PGA‐Queen‐‐Journeyofaslave(Bsize)[P&P]

REPRODUCTIONNUMBER:LC‐DIG‐ppmsca‐05453(digitalfilefromoriginalprint) LC‐USZC4‐6677(colorfilmcopytransparency)

RIGHTSINFORMATION:Noknownrestrictionsonpublication.

SUMMARY:Uncutsheetoftwelveillustratedcardspresentingthejourneyofaslavefromplantationlifetothestruggleforliberty,forwhichhegiveshislife,asaUnionsoldierduringtheCivilWar.

MEDIUM:1print:chromolithograph.

CREATED/PUBLISHED:[ca.1863]

CREATOR:

Queen,JamesFuller,1820or21‐1886,artist.

Exhibited:"AmericanVisionsofLibertyandFreedom"atVirginiaHistoricalSociety,Richmond,VA,2004‐2005.

REPOSITORY:LibraryofCongressPrintsandPhotographsDivisionWashington,D.C.20540USA

DIGITALID:(digitalfilefromoriginalprint)ppmsca05453http://hdl.loc.gov/loc.pnp/ppmsca.05453

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SourceC

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SourceC.Provenance

Title:Reward.

PrintedEphemeraCollection;Portfolio186,Folder26.

CALLNUMBERPortfolio186,Folder26

PARTOFBroadsides,leaflets,andpamphletsfromAmericaandEurope

100dollarsreward.Ranawayfromthesubscriber,livingnearCharlestown,JeffersonCounty,Virginia,onthenightofthe4thinstanttwonegromenRobert&Lewis...JohnLock.October6,1834.Charlestown:PrintedattheVirginiaFreePress

Lock,John.

CREATED/PUBLISHED Charlestown,1834.

DIGITALIDrbpe18602600http://hdl.loc.gov/loc.rbc/rbpe.18602600

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Source D

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SourceD.Provenance

TITLE:America/E.W.C.

CALLNUMBER:PGA‐Clay‐‐America(Asize)[P&P]

REPRODUCTIONNUMBER:LC‐USZC4‐5950(colorfilmcopytransparency) LC‐USZ62‐89745(b&wfilmcopyneg.)

SUMMARY:AnidealizedportrayalofAmericanslaveryandtheconditionsofblacksunderthissystemin1841.TheLibrary'simpressionoftheprintisafragment‐‐theleftpanelonly‐‐ofalargerprintentitled"BlackandWhiteSlavery,"whichcontraststheplightofBritain'sabused"whiteslaves"(actuallyfactoryworkers,portrayedintherightpanel)andAmerica's"contented"blackslaves.WeitenkampfrightlysuggeststhatprintslikethesewerepublishedbyNorthernapologistsforslavery.Theworkofonesuchapologist,E.W.Clay,displaysaconsistentlackofsympathyforblacks.Hereheshowsanattractiveandwealthy,slave‐owningwhitefamily,includingahusband,hiswife,andtheirtwochildren.Theyoungdaughterplayswithaleangreyhoundwhichstandsbeforethem.Thesongesturestowardanelderlyblackcouplewithasmallchildsittingattheirfeet.Agroupofhappyslavesdanceinthebackground.Theoldslavesays,"GodBlessyoumassa!youfeedandclotheus.Whenwearesickyounurseus,andwhentoooldtowork,youprovideforus!"Themastervowspiously,"Thesepoorcreaturesareasacredlegacyfrommyancestorsandwhileadollarisleftme,nothingshallbesparedtoincreasetheircomfortandhappiness."

MEDIUM:1printonwovepaper:lithographwithwatercolor;image31x25.2cm.

CREATED/PUBLISHED:[NewYork]:Publ.byA.Donnelly,no.191/2CourtlandSt.,N.Y.c1841.

http://hdl.loc.gov/loc.pnp/cph.3b36116

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SourceE

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SourceE.Provenance

Thefugitive'ssong

CALLNUMBER:LOT10615‐59[item][P&P]Checkforanonlinegrouprecord(maylinktorelateditems)

REPRODUCTIONNUMBER:LC‐USZ62‐7823(b&wfilmcopyneg.)


SUMMARY:AsheetmusiccoverillustratedwithaportraitofprominentblackabolitionistFrederickDouglassasarunawayslave.Douglassfleesbarefootfromtwomountedpursuerswhoappearacrosstheriverbehindhimwiththeirpackofdogs.Ahead,totheright,asignpostpointstowardNewEngland.Thecover'stextstatesthat"TheFugitive'sSong"was"composedandrespectfullydedicated,intokenofconfidentesteemtoFrederickDouglass.Agraduatefromthepeculiarinstitution.Forhisfearlessadvocacy,signalabilityandwonderfulsuccessinbehalfofhisbrothersinbonds.(andtothefugitivesfromslaveryinthe)freestates&CanadasbytheirfriendJesseHutchinsonJunr."Astheillustrationsuggests,Douglasshimselfhadescapedfromslavery,fleeingin1838fromMarylandtoMassachusetts.Heachievedconsiderablerenownforhisautobiography"NarrativeoftheLifeofFrederickDouglass,"firstpublishedin1845.TheLibrary'scopyof"TheFugitive'sSong"wasdepositedforcopyrightonJuly23,1845.AnearlierabolitionistsongcomposedbyHutchinson,"GetOfftheTrack!"(no.1844‐14),alsousedacoverillustrationtoamplifyitsmessage.

MEDIUM:1print:lithographonwovepaper;35.6x23.8cm.(sheet)

CREATED/PUBLISHED:Boston:PublishedbyHenryPrentiss,1845.

http://hdl.loc.gov/loc.pnp/cph.3a10460LibraryofCongress

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Source F.

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SourceF.Provenance

Cash! All persons that have slaves to dispose of, will do well by giving me a call, as I will give the highest price for men, women, & children. Any person that wishes to sell, will call at Hill's tavern, or at Shannon Hill for me, and any infor

Griggs, Thomas.

CREATED/PUBLISHED�Charlestown, 1835.

NOTES� Slaves- Sale.

Printed Ephemera Collection; Portfolio 186, Folder 27.

SUBJECTS� Broadsides--Virginia--Charlestown United States--Virginia--Charlestown.

MEDIUM�1 p.; 22.5 x 35 cm.

CALL NUMBER�Portfolio 186, Folder 27

PART OF�Broadsides, leaflets, and pamphlets from America and Europe

DIGITAL ID rbpe 18602700 http://hdl.loc.gov/loc.rbc/rbpe.18602700

M.Lisanti/D.Hicks

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SourceG

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SourceG.Provenance

TITLE:AmInotamanandabrother?


SUMMARY:Thelarge,boldwoodcutimageofasupplicantmaleslaveinchainsappearsonthe1837broadsidepublicationofJohnGreenleafWhittier'santislaverypoem,"OurCountrymeninChains."ThedesignwasoriginallyadoptedasthesealoftheSocietyfortheAbolitionofSlaveryinEnglandinthe1780s,andappearedonseveralmedallionsforthesocietymadebyJosiahWedgwoodasearlyas1787.Here,inadditiontoWhittier'spoem,theappealtoconscienceagainstslaverycontinueswithtwofurtherquotes.Thefirstisthescripturalwarning,"Hethatstealethamanandsellethhim,orifhebefoundinhishand,heshallsurelybeputtodeath."Exod[us]XXI,16."Nexttheclaim,"Englandhas800,000Slaves,andshehasmadethemfree.Americahas2,250,000!andsheholdsthemfast!!!!"Thebroadsideisadvertisedat"PriceTwoCentsSingle;or$1.00perhundred.

MEDIUM:1print:woodcutonwovepaper;26.7x22.8cm.

CREATED/PUBLISHED:1837.

RELATEDNAMES:

AmericanAnti‐SlaverySociety.Anti‐SlaveryOffice(NewYork,N.Y,)

REPOSITORY:LibraryofCongressRareBookandSpecialCollectionsDivisionWashington,D.C.20540USA

DIGITALID:(digitalfilefromb&wfilmcopyneg.ofdetailofmanandbanner)cph3a44497http://hdl.loc.gov/loc.pnp/cph.3a44497

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SourceH

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SourceH.Provenance

TITLE:EffectsoftheFugitive‐Slave‐Law

CALLNUMBER:PC/US‐1850.H698,no.1(Bsize)[P&P]

REPRODUCTIONNUMBER:LC‐USZ62‐1286(b&wfilmcopyneg.) LC‐USZC4‐4550(colorfilmcopytransparency)


SUMMARY:AnimpassionedcondemnationoftheFugitiveSlaveActpassedbyCongressinSeptember1850,whichincreasedfederalandfree‐stateresponsibilityfortherecoveryoffugitiveslaves.Thelawprovidedfortheappointmentoffederalcommissionersempoweredtoissuewarrantsforthearrestofallegedfugitiveslavesandtoenlisttheaidofpossesandevencivilianbystandersintheirapprehension.Theprintshowsagroupoffourblackmen‐‐possiblyfreedmen‐‐ambushedbyaposseofsixarmedwhitesinacornfield.Oneofthewhitemenfiresonthem,whiletwoofhiscompanionsreloadtheirmuskets.Twooftheblackshaveevidentlybeenhit;onehasfallentothegroundwhilethesecondstaggers,clutchingthebackofhisbleedinghead.Thetwoothersreactwithhorror.Belowthepicturearetwotexts,onefromDeuteronomy:"Thoushaltnotdeliveruntothemasterhisservantwhichhasescapedfromhismasteruntothee.Heshalldwellwiththee.Evenamongyouinthatplacewhichheshallchooseinoneofthygateswhereitlikethhimbest.Thoushaltnotoppresshim."ThesecondtextisfromtheDeclarationofIndependence:"Weholdthatallmenarecreatedequal,thattheyareendowedbytheirCreatorwithcertainunalienablerights,thatamongthesearelife,libertyandthepursuitofhappiness."Theprintisunusuallywelldrawnandcomposedforapoliticalprintoftheperiod.Thehandlingofboththelithographictechniqueandthefiguresbetrayparticularskill.

MEDIUM:1print:lithographonwovepaper;33.3x44.3cm.(image)

CREATED/PUBLISHED:NewYork:Publ.byHoff&Bloede,1850.

DIGITAL ID: (digital file from b&w film copy neg.) cph 3a05114 http://hdl.loc.gov/loc.pnp/cph.3a05114 �(digital file from color film copy transparency) cph 3g04550 http://hdl.loc.gov/loc.pnp/cph.3g04550

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SourceH.

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SourceH.Provenance

TITLE:HorridmassacreinVirginiaCALLNUMBER:Illus.inF232.S7W2[RareBookRR]

REPRODUCTIONNUMBER:LC‐USZ62‐38902(b&wfilmcopyneg.) LC‐USZ62‐33451(b&wfilmcopyneg.)

SUMMARY:CompositeofscenesofNatTurner'srebellion.

MEDIUM:1print:woodcut.

CREATED/PUBLISHED:[1831]

NOTES:

Illus.in:AuthenticandimpartialnarrativeofthetragicalscenewhichwaswitnessedinSouthamptonCounty.[NewYork],1831.

REPOSITORY:LibraryofCongressRareBookandSpecialCollectionsDivisionWashington,D.C.20540USA

DIGITALID:(b&wfilmcopyneg.LC‐USZ62‐38902)cph3a39248http://hdl.loc.gov/loc.pnp/cph.3a39248 (b&wfilmcopyneg.LC‐USZ62‐33451)cph3a33960http://hdl.loc.gov/loc.pnp/cph.3a33960

M.Lisanti/D.Hicks

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SourceI

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SourceI.Provenance

TITLE:Theemancipationofthenegroes,January,1863‐Thepastandthefuture/DrawnbyMr.ThomasNast.

CALLNUMBER:Illus.inAP2.H321863(CaseY)[P&P]



SUMMARY:Belowraysof"Emancipation,"asceneofAfricanAmericansenjoyingacomfortablehomelifeisflankedbyscenesofthepast,includingthesellingandabuseofslaves,andscenesofthefuture,includingeducationandfairemployment.

MEDIUM:1print:woodengraving.

CREATED/PUBLISHED:1863.

CREATOR:

Nast,Thomas,1840‐1902,artist.

NOTES:

Illus.in:Harper'sweekly,v.7,no.317(1863January24),p.56and57.

DIGITALID:(digitalfilefromoriginal)ppmsca19253http://hdl.loc.gov/loc.pnp/ppmsca.19253 (digitalfilefromb&wfilmcopyneg.)cph3a06245http://hdl.loc.gov/loc.pnp/cph.3a06245

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SourceJ

35

35

SourceJProvenance

TITLE:Abolitionoftheslavetrade,orthemanthemaster

CALLNUMBER:PC3‐1789‐Abolition(Asize)[P&P]


SUMMARY:Illustrationshowsthereversalofrolesforslavesandslavemasters,withformerslavesnowintheroleoftheslavemaster.

MEDIUM:1print:etching.

CREATED/PUBLISHED:[1789]

Satires(Visualworks)British1780‐1790. Etchings1780‐1790.

DIGITALID:(digitalfilefromb&wfilmcopyneg.)cph3a31496http://hdl.loc.gov/loc.pnp/cph.3a31496

what do good history detectives want to know?

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