Superb piece! You will be pleased to learn that I just finished reading a batch of student designed interpretive plans covering aspects of the Gettysburg battlefield. This assignment was not intended for public use or to guide/inform the NPS (They know what they are doing). This was an intellectual exercise, and the students created tour…
Superb piece! You will be pleased to learn that I just finished reading a batch of student designed interpretive plans covering aspects of the Gettysburg battlefield. This assignment was not intended for public use or to guide/inform the NPS (They know what they are doing). This was an intellectual exercise, and the students created tours that presented a range of stories (We did not go beyond the battlefield, which is a trope that I don't believe is very useful). The African American experience was widely discussed among the students, and two students did a brilliant job of integrating the story of Charley and Alexander on the battlefield. Your post and what I have read this weekend in my student papers convinces me that tactical history will not be lost if we bring a diverse cast of historical actors to our interpretive programs.
Those projects sound fascinating. I wonder if there might be a way to interview one or two students for this site. I suspect that the end of the semester is pretty hectic, but perhaps we could pull something together in August/September.
Porter Alexander's relationship with Charley is a wonderful way to move beyond the tired question of whether Confederates were fighting to preserve the institution of slavery. We have enough research on that question, but we should be looking more closely at *how* Confederate officers and the rank and file *experienced* slavery in the army.
This is a question that will shed light on the soldier's experience as well as their role on the battlefield.
They are done with finals, and breathing in the fresh air of summer break. I will ask them, and my hunch is that they will be inclined to say yes. You could even see the entirety of their interpretive plans before the interview.
Kevin & Peter, how exciting to watch teacher collaboration! As a retired history teacher and school librarian, I miss my kids. Once I was helping 5th graders do research for their Civil War projects. I was telling a small group that I grew up near Brandy Station and started describing the battle. They were leaning in, and one young man asked, in a slightly horrified tone, “Mrs. Crockett, did you see any dead bodies??” I had to explain that I wasn’t born until ninety years after that battle :-D
These types of projects go far in forging a lifelong interest in history for students. It's a way for students to get involved in the very discussion/debates surrounding how this history should be interpreted for the general public.
Superb piece! You will be pleased to learn that I just finished reading a batch of student designed interpretive plans covering aspects of the Gettysburg battlefield. This assignment was not intended for public use or to guide/inform the NPS (They know what they are doing). This was an intellectual exercise, and the students created tours that presented a range of stories (We did not go beyond the battlefield, which is a trope that I don't believe is very useful). The African American experience was widely discussed among the students, and two students did a brilliant job of integrating the story of Charley and Alexander on the battlefield. Your post and what I have read this weekend in my student papers convinces me that tactical history will not be lost if we bring a diverse cast of historical actors to our interpretive programs.
Hi Pete,
Those projects sound fascinating. I wonder if there might be a way to interview one or two students for this site. I suspect that the end of the semester is pretty hectic, but perhaps we could pull something together in August/September.
Porter Alexander's relationship with Charley is a wonderful way to move beyond the tired question of whether Confederates were fighting to preserve the institution of slavery. We have enough research on that question, but we should be looking more closely at *how* Confederate officers and the rank and file *experienced* slavery in the army.
This is a question that will shed light on the soldier's experience as well as their role on the battlefield.
They are done with finals, and breathing in the fresh air of summer break. I will ask them, and my hunch is that they will be inclined to say yes. You could even see the entirety of their interpretive plans before the interview.
Kevin & Peter, how exciting to watch teacher collaboration! As a retired history teacher and school librarian, I miss my kids. Once I was helping 5th graders do research for their Civil War projects. I was telling a small group that I grew up near Brandy Station and started describing the battle. They were leaning in, and one young man asked, in a slightly horrified tone, “Mrs. Crockett, did you see any dead bodies??” I had to explain that I wasn’t born until ninety years after that battle :-D
These types of projects go far in forging a lifelong interest in history for students. It's a way for students to get involved in the very discussion/debates surrounding how this history should be interpreted for the general public.
Perfect. Keep me updated.
I just wrote two students. I am going to send you two of the projects for you to peruse for fun.