I have this deep dark secret.

I’ve never really shared it with anyone.

My secret doesn’t exactly fit the image many have of me….the quiet unassuming married school marm who in the past has lugged home not just one but two large bags each night filled to capacity with papers to grade, materials to review and to plan lessons with, paperwork to complete, and an assortment of other effects that teachers just seem to accumulate.

Teachers just have that image...always doing the right thing, always saying the right thing, always being where they are expected to be, but I have this desire…

If I could….if the timing was right…..if I had the funds….if my health was better…..if I didn’t have so many obligations…if ….if….if….if….if…

IF

I

actually

had

the

nerve

I would run away.

Yes, you read that right.

ElementaryHistoryTeacher would love to run away.

The reason? Well, to travel, of course. I want to see and experience the world.

I want to see the Great Pyramid, the Great Wall of China, and see “the running of the bulls” in Pamplona, Spain.

I want to climb the Rockies, ride through the Alps, and see Mount Kilimanjaro.

I want to take a mud bath in China, take a cooking class in Thailand, and go on a safari in Tanzania, Africa.

I want to sleep in a Bedouin tent, belly dance in Istanbul, and explore the Greek and Roman ruins.

I want to watch the sunrise over the Grand Canyon, trace the route of Lewis and Clark, and actually lay on the stones where the Mayans performed their rituals.

I want to read a book in some quaint bookstore in England, I want to sip coffee sitting in a sidewalk café in Paris, and I want to lay in the sun topless like all the office girls do during their lunch hour in Malaga, Spain.

I want to ride the Orient Express across Europe, ride a lodge boat down the Amazon River and experience Victoria Falls via the Devil's Pool .

I want to see where Martin Luther nailed the 95 Theses on the door in Wittenberg, stand in St. Peter’s Square, and most importantly walk the path of Jesus through the Holy Land.

I want to skinny dip along the beaches of the Cook Islands….in particular one of the most beautiful places there…. Aitutaki Island.

Watch the video and you will see what I mean….



How did you like the music? Did you recognize it? It’s the theme to one of my most favorite travel shows.

You see, as much as I would like to visit all of the places mentioned above and do the things I listed the likelihood of any of them coming true at this point is next to nothing. I’m not looking for sympathy here….just being realistic. I might get to some of those things, but the reality of just running away and experiencing the world is unrealistic for me at this point for many reasons.

Therefore, I have to satisfy my desire vicariously.

I’m not usually a big fan of most travel shows, but Globe Trekker on PBS is one way that I can cure my wanderlust. The guides on the show travel the way I would like to. They explore the authentic culture of every region they visit yet they still hit on the important historical sites as well. Ian Wright, one my most favorite guides on the show states he enjoys “living cheap and getting dirty” on his travels, and I have to say a little of that would be interesting. Justine Shapiro, another host on the show, states, “The way to connect with other distinct cultures is to go with an open heart and spend time with the locals.” That would be part of my schtick if I was able to just …..GO.

In fact….the guides on the show are one of the reasons why I like it so much. There are several of them and they rotate through the episodes. They all have interesting backgrounds and bring their own little spin to the show. For example, Megan McCormick is a former English teacher in Japan. Zay Harding grew up in Hawaii and became interested in world cultures through the Boy Scouts, and Holly Morris is a print and media journalist with Adventure Divas.

From time to time I’ve used clips found at YouTube or the show’s main site in the classroom. These do need to be previewed for inappropriate content, but so many of the clips have value when teaching geography, world cultures or history. Most of the episodes can be searched by location. Often I’ve used them for independent study and allowed students to just pick something and run with it the way their heart takes them.

Sometimes THAT is when the best learning takes place.

The main website for Globe Trekker can be found here . Enjoy!

Labels: Geography, Travel

There are so many interesting points to bring up when discussing the War of 1812 – the writing of the Star Spangled Banner, the tornado that actually killed more British during the Washington D.C. invasion than bullets, General Andrew Jackson’s successful attempt to unite the people of New Orleans for its defense, Dolly Madison’s quick action to save the Gilbert Stuart painting of President George Washington – and the list goes on.

It’s sad really that so few Americans know about this time in American history, but I believe our first performance on the world stage defending American shores is worthy of our scrutiny, and teaches valuable lessons for all of us.

Coming home from our annual “It’s Fall, Ya’ll!” trip to Perdido Key on Alabama’s Gulfcoast I noticed an exit sign along the expressway. It read “Fort Deposit”.

“Fort Deposit,” I thought, “ Hmmmm….there has to be a story behind a place with a name like that.”

My research tells me that the town of Fort Deposit, Alabama dates back to 1813 and began as Fort Deposite or Fort of Deposit set up by General Ferdinand Claiborne under orders from General Andrew Jackson to set up a location for ammunitions supply. The location of the fort was important. The bluff it sits on the highest point between Montgomery and New Orleans. It was also located along the Jackson Military Road which linked other military camps in the area.
So……what ‘s the big deal? During the War of 1812 Jackson needed an ammunitions supply depot, and Claiborne set it up.

It’s just another little factoid in the war with the British, right?

Oh, c’mon…..you know there’s more to the story.

In 1813, Alabama was not yet a state and was considered to be part of the Mississippi Territory. While there were white settlers living in the area there were members of the Creek Indian Nation living there as well and in greater numbers.

The Creek War which arose out of a civil war within the Creek Nation is considered to be part of the War of 1812 by many historians (myself included) because the British supported the Red Sticks….the faction of Creeks who wanted their nation to return to traditional ways. The United States on the other hand supported the Creek National Council which supported trade and cooperation with the United States.

The clash within the Creek Nation began soon after the New Madrid Earthquake in 1811. Many of the Creeks who supported the Red Sticks interpreted the Earth’s movements as a sign….a sign that the Creek Nation should return to traditional ways and leave white culture alone.

By 1813, interference from the Spanish and the English pushed the Americans into the Civil War. White settlers in the immediate area were not threatened until a group of whites attacked a Red Stick supply train close to Burnt Corn Creek in July, 1813.

In retaliation the Creeks marched on Fort Mims in August, 1813 where they massacred men, women, and children. Depending on the source used anywhere from 250-550 settlers were murdered. The folks at the Fort Mim’s site explain that the saying, “the good Lord willing, and the Creeks don’t rise” came about following the massacre…..and you thought that saying had something to with water and flooding, didn’t you?

Militias in Georgia, Tennessee, and the Mississippi Territory formed ranks and marched to the Fort Deposit area.

Fort Deposit served as a base of operations for Claiborne and his men during the Battle of Holy Ground in December, 1813. Holy Ground was the settlement founded by Josiah Francis, a Creek prophet and one of the leaders of the Red Sticks. Holy Ground was located along the banks of the Alabama River. Ceremonies had been performed at Holy Ground to establish a barrier the Creeks believed would destroy any white men who invaded the settlement. One of the most exciting moments of the battle occurred when William Weatherford, a Red Stick warrior and leader (also the son of a white man and a Creek woman), attempted to find a place along the high river bank to escape from the advancing Americans. The story goes Weatherford spurred his horse forward and leaped to the river below.

You can find out more about Fort Deposit here and learn about some fossil remains here.

Labels: Creek Indian War, War of 1812

Some things just bear repeating.

I’ve been at the beach…again…for the last couple of days, so it’s more than appropriate to share a repeat of an earlier post written on this very same beach three years ago this month…..

Mr. EHT and I were up and out very early this morning enjoying yet another sunrise on MY beach.

It is not lost on me how things change….and how they remain the same.

Enjoy my post I Conquer This Beach in the Name of ElementaryHistoryTeacher!

Labels: Beach, Exploration, Explorers, Time Reference, Travel

Somehow or another I tend to trip down the path of Latin around the time of year students examine Ancient Indians . Since so many of our references to time refer to B.C. I launch into a discussion regarding our system of time reference.

B.C. and A.D.

We learn about the Julian and Gregorian calendars and discuss the entire Before Christ (B.C.) or Before the Common Era (B.C.E.) thing.

We learn that the Anno Domini dating system came to be mainly to figure out the dates for the Christian Eastern observance by a monk fondly remembered as Dennis the Little or Dennis the Short. The name was devised not because he was short in stature but because he was of the most humble sort. Until he devised the Anno Domini system the consular dating system relating to the various Consuls of Rome had been used. Our friend Dennis didn’t like the fact that folks were having to use the name of a particular nasty emperor (Diocletian) to refer to certain years.

I also share a list of interesting Latin phrases with students. Some actually become part of our classroom vernacular over the remainder of the year, and I have given extra credit to students who have discovered more phrases on their own or who memorize some of the longer phrases.

Here is a list of 13 Latin phrases I keep in my bag of tricks:

1. a mari usque ad mare – from sea to sea…. ask students why Canada would have this as their national motto

2. ab imo pectore – from the bottom of my heart

3. acta non verba – actions not words…..this one comes in handy as we work on building our character

4. ad valorem – by the value

5. ad sum – here! present!.....I think you can understand how this phrase becomes part of our classroom lexicon

6. casus belli – event of war….the incident that is used as the cause of war. I refer back to this one often as the year progresses.

7. corruptissima re publica plurimae leges - When the republic is at its most corrupt the laws are most numerous

8. e pluribus unum – from many comes one…..this one is referred to more than once in my classroom since it is found on the Great Seal of the United States

9. legem terrae – the law of the land

10. Libertas Justitia Veritas – liberty, justice, truth

11. manus manum lavat – one hand washes the other

12. pater patriae – father of the nation

13. per curiam – ‘through the senate” legal term meaning by the court

I used number 7 as my Facebook status this week and it prompted a friend to share with me the phrase “Pro Aris Et Focis”. Scott advised it translates to “For our alters and our hearths”. You may recognize it as “For God and country….”

Today is Thursday and even though the main Thursday 13 site is no more (for now) a few folks still carry on. You can find other 13 lists by clicking here.

Labels: Dating Systems, Latin, Thursday Thirteen, Time Reference

Out of all the historical content I have shared with students over the years the content that I find most satisfying to share with them is the information and activities I present regarding how our government came to be and how it works.

As citizens we are all about our rights….in fact, these days it seems we all overdose a little about what government should be doing for us. We often forget that an important aspect of being a citizen of the United States involves not just having a laundry list of rights….that list includes responsibilities as well.

YES! There are things that WE….we the people are supposed to do in order for our government to work right.

One of our primary responsibilities as a citizen is not just to know our rights, but to know how our government works….not how we think it works, not how politicians tell us it works, not how the media wants us to perceive how it works, but really KNOW how it works.

A few years ago I was required to not only teach a few social studies classes I was also slated to teach two science classes. It was a change of pace, and I really ended up enjoying overseeing units regarding sound, small machines, and space. I infused each unit with lots of hands-on opportunities including plenty of chances for movement. One of the lessons that I loved the most was where students actually took the job of a planet or other heavenly body and formed a human universe. Anyone visiting our back parking lot that day would have seen total chaos as a group of students whirled around another student in the middle of the group as he moved his arms to mimic radiating the light of the sun out towards Earth and beyond. Every planet-person revolved around the sun and every planet had a moon or moons revolving around it as well while some students observed the action. Then of course, we had fruit basket turn over as some students came out of the mix to observe or changed jobs to get a different perspective.

We created a parallel universe….a model….so students could experience a little part of it.

My handy on-line dictionary tells me that the word parallel can mean anything having the same direction, course, nature, or tendency….it can be something identical or similar in nature.
I have come to find that parallels in content delivery are key to provide those hands-on opportunities that students need to experience content and to develop a true grasp of the concepts we are attempting to teach.

So, I’ve often thought how wonderful it would be if I could develop a parallel-type government project to help students grasp American government, but how to do it? How to manage it?… and basically as the adult in the room…..how to control it?

Well, great things come to those who wait. I’ve come across a wonderful little book titled Parallel.

Parallel.

Of course, I’m looking for a parallel activity, so what else would it be????

Parallel is a book written by an author from my neck of the woods by the name of RaeMichael. It is a book of fiction regarding a group of college students who are handed an extra credit project by their political science professor.

The group decides to set up a parallel government of the United States using the U.S. Constitution as their guide. Imagine that!

As the project….named the “New” United States of America….begins the first order of business for “Congress” is to pass a resolution to Reaffirm the Superiority of the Constitution requiring all laws and resolutions must be reconciled with the U.S. Constitution prior to consideration. Other actions of the “New” United States of America include holding politicians accountable for the promises they make, and campaign reform and the lobby process are also addressed.

I’m excited about the book because I can see the value of using it with upper elementary, middle, and high school students to interject another source into a teaching unit for government. I can see myself using the fictional book as a read aloud to serve as a springboard to ask students to set up a similar experiment…..allowing students to set up their own living, breathing, working “new” American government. Parallel provides opportunities for analysis and great pro/con discussions regarding such innovations in government as banning all lawyers from political service….yes, I know….a highly controversial subject.

The preview blurb on the back of the book advises the parallel government project was meant to be small….a small manageable version…[it] seemed the right thing to do. But what they didn’t understand was, government is never small nor manageable, and is often not the right thing to do.

Rightly so….government is meant to do some things while it is also meant to stay out of other areas. This book takes an honest look at all aspects of government, and I recommend it highly.

You can visit the author’s website and purchase the book here.

Labels: Children's Literature, constitution, Government, Great Books

One of the things that continually have the bees in my bonnet buzzing is the issue of clothing and students.

No, this is NOT the post where I opine about the serious lack of clothing in American classrooms nor is it the post where I profess to be astounded concerning the large amount of cleavage I see at the local high school. I’m not even going to write about how most school hallways resemble a plumber’s convention due to the amount of rear ends that wink at me.

My point this time is the emphasis children place on particular brands of clothing – Abercrombie, Pacific Sun, American Eagle, Hollister….

Now, I’m not just picking on students. I’m guilty of liking certain brands of clothing as well – Ralph Lauren, Talbots, Liz Claiborne , and Jones New York to name a few.

However, the difference is while I like certain brands of clothing I don’t alienate folks if they don’t wear the same thing as I do….I don’t call them names…..I don’t belittle them publically. Wear what you personally want to wear…..I do.

Unfortunately, students can and do alienate each other, call each other names, and belittle them publically.

This type of activity can undermine our number one purpose….learning.

Every few days I invite a student to join me for lunch…I don’t do this alphabetically because it would be too predictable, but I do make sure that every student is invited each nine weeks. I ask the student to get his or her tray and join me back in the classroom. We talk about all sorts of things. I ask the student about his or her life at home, likes, dislikes. We often discuss television shows including cartoons.

This provides an opportunity for me to build relationships with students…..students that are my problem kids…..kids that are the stand-out stars….and kids that I might not ever even know they were in the room unless I invited them to lunch.

Occasionally during these lunch dates a student will let me know if he or she is having issues with other students. This is usually when I find out I’m having a major clothing issue….a clothing bias can cause enough of a disruption to hinder the learning process.

This is when our normal studies come to a screeching halt, and we take a side road through fashion in history. We might research the fashions of the time period we are studying or, I might choose a short story I can read aloud to student and then ask them to illustrate what they think the characters in the story might be wearing depending on the clues given in the story. Students have to analyze the possible time period and the character’s actions to come up with a plausible costume. These activities also get students to discussing clothing choices and how they make and DON’T make a man.

From time to time one of the activites I use involves the Presidents of the United States. Some of their clothing choices were interesting, and speaking of labels……one label that is often repeated is the Brooks Brothers label. Follow this link to my newest posting at American Presidents titled All the President's Clothes... where I discuss how the Brooks Brothers label has been involved with the executive office since the early 19th century.

Labels: American Presidents, Classroom Management, Fashion

On this day in 1787 the United States Constitution was signed, however it was not until 2004 that an official observance was recognized by Congress. Prior to 2004 the day was celebrated as Citizenship Day.

Labels: constitution