Two articles about Patrick Gilmore’s June 1869 peace jubilee in Boston, an event many students and teachers may not be familiar with, might pique students’ interest in learning about the event and lend themselves to structured evaluation and analysis of each source of information
A number of years ago I published a blog post on wartime clothing drives. I touched briefly on clothing drives and the work to make handmade items for those serving in the military. As I considered what to write about for a post on Veterans Day, I was drawn back to this post.
In the May/June 2017 issue of Social Education, the journal of the National Council for the Social Studies, our “Sources and Strategies” article features a letter that Walt Whitman wrote to his mother on December 29, 1862. Whitman wrote the letter to let his mother know that he had found his brother George alive and healing from an injury sustained during the Battle of Fredericksburg.
As the Civil War and Reconstruction specialist in the Manuscript Division, my primary responsibilities are helping to expand our collections and make them accessible to the public.
What can a flag tell us about the people who marched behind it? We recently rediscovered these regimental flags from the Library’s online collections and were struck by the vivid imagery and mottoes. We did a little research on the flags – and the artist behind them – and decided to highlight them during African American History Month in February.
Can you imagine a photograph made of metal? A picture book made with egg whites? A wood-and-glass device that lets you see 3-D images? In the 1850s and 1860s, these were all cutting-edge photographic technologies. The Library’s newest primary source set, “Civil War Photography: New Technologies and New Uses,” immerses students in the new methods and formats that emerged in the decades around the war.
In the October 2014 issue of Social Education, the journal of the National Council for the Social Studies, our “Sources and Strategies” article focused on the presidential election of 1864.
One way for teachers to engage students with poetry is to connect poems and poets to historical events. Students gain a deeper appreciation of poets and their work when they can see snippets of the writer’s life in the work.
One way to engage students with the wealth of maps available from the Library of Congress is to discuss their value as sources of information as well as means to find a location or plan a route.
On November 19, 1863, renowned orator Edward Everett spoke at the dedication of a memorial cemetery. The world has little noted nor long remembered what he said in those two hours.
Everett’s oration was upstaged by the next speaker’s concise 272 words, now familiar as Abraham Lincoln’s Gettysburg Address. The following day, Everett himself sent Lincoln a note, complimenting him, “I should be glad, if I could flatter myself that I came as near to the central idea of the occasion, in two hours, as you did in two minutes.”