A LIBRARY UNIT LESSON PLAN - Picturing Early...
Transcript of A LIBRARY UNIT LESSON PLAN - Picturing Early...
ALIBRARYUNITLESSONPLAN
PICTURINGNATIVISMINANTEBELLUMBOSTON:
UnitOutline
NEHSummerInstitute2010:“PicturingEarlyAmerica:People,Places&Events,1760‐1870”SalemStateCollege,Salem,MADirector:ProfessorPatriciaJohnston,ArtHistoryTiaEsposito,DirectorofLibrary,VideoconferencingCoordinatorBostonCollegeHighSchool
UnitOverview
WhoweretheIrishCatholicImmigrantsinthe19thcentury?WhydidtheycometoBostoninsuchlargenumbers?Whatwaslifelikeforthem?WhatvaluesdidtheybringwiththemthathelpedshapeBostontoday?
Workingwithprimarysources,visualculture,andlibraryresourcestoanswerthesequestions,studentsreachanunderstandingoftheimpactthattheJesuitsandIrishCatholicshavehadinthefaceof“bitterracialandreligioustensions”inantebellumBoston.
ContentObjectives SkillsObjectives
TohelpenrichexistingunitonimmigrationbyincludingvisualcultureinLibraryStudySkillsclasstogivestudentsanopportunitytoviewAmericanhistoryfromthepointofviewoftheJesuitsandtheirschool’sown150yearhistory
Toorientstudentstotheschool’slibrary,history,andculturethroughathoroughinvestigationofthestronganti‐Catholic,anti‐Irish,anti‐immigrantsentimentsthattheschool’sfirststudentsfacedinthemid‐19thcentury
ExplorevisualcultureandprimarysourcesrelatedtoNativisminBoston1820‐1870
Researchrelatedprimaryandsecondarysourcematerialsinlibraryonlinedatabasestoaidintheirinterpretation
Discussandanalyzetheseprimarysourcesinlibraryarchivesexhibit
ComparelocalhistoryofNativismwithcontemporaryNativismthroughvideoconferenceswithotherschools
Createfinalprojectforpublicationinschoolmediaoutlets
Objectives
MakingConnections
TimeRequired: Approximately7‐8classperiodsinlibrary(oneclassperiodevery7‐daycycle)
RecommendedGradeLevel: Middleschool
CurriculumFit: history,reading/writing,visualarts,religion,writinglab
Political–fearsthatIrishCatholicswillundermineAmericandemocracy(papism,monarchism).
Economic–fearforthelossofstatusorsecurityofAmericanworkers
Religious–fearsaboutreligiousdifferences
Socialfearsofviolence IntellectualfearofCatholicSchoolseducatingProtestantchildrenandfillingchildren’smindswith“popishideas”
ArtisticPuritansdidnotwanttheirarttolook“tooCatholic”–differentartisticstyles,Catholicswantedmoreelaboratestyleintheirchurches
Lesson1:IntroducingNativisminBostonEssentialorGuidingQuestion
Thereisonelineontheschool’swebsitewhichstates:
“TheschoolwasfoundedtoeducateaburgeoningpopulationofIrishimmigrantsduringaperiodofbitterracialandreligioushatredintheCityofBoston.”
Asyoubegintoexploreimmigration,whatdoesthismeantoyou?
Procedure
Readtheoverarchingquestionontheboard Logontonetwork,scavengerhunttofindquoteonschool’swebsite,openworddocumentanduseguidingquestionaswritingprompt
Logontoemailaccount,send&printdocument
Discussguidingquestionasaclass Play“MinglingGame”withNativismQ’s AssignvocabularywordstobelookedupinOxfordEnglishDictionaryOEDONLINE
Lesson2:LookingatVisualCultureofBostoninthe19thCentury
Powerpointpresentationofvisualcultureinpoliticalcartoons,newspapers,engravings,broadsides,sculptures,portraits,photographs,letters,primarydocuments
Discussvisualcultureinimagesasaclass Playthe“DotGame” Checkoutbookonimmigrationfromlibrary
WhenMassachusettsWasABritishColonyThereWasALawBanningJesuitPriests‐1647
“ThatnoJesuit…shallhenceforthatanytime…comewithinthisjurisdiction;Andifanypersonshallgivejustcauseofsuspicionthatheisoneofsuchsocietyororderheshallbebroughtbeforesomeofthemagistrates…tobetriedorproceededwithbybanishment…andifanypersonsobanishedshallbetakenasecondtimewithinthisjurisdiction:MassachusettsBayColonyjurisdictionuponlawfultrialandconviction…heshallbeputtodeath.”
‐‐MassachusettsGeneralCourt,1647
WhatisanAmerican?
“TheAmericanisanewmanwhoactsuponnewprinciples;hemustthereforeentertainnewideasandformnewopinions.”
–LettersfromanAmericanFarmer,1782
JohnAdamsThoughtsonTheJesuitsLetterfromJohnAdamstoAbigailAdams,8September1777MassachusettsHistoricalSociety.http://www.masshist.org/digitaladams/
“YouwillseebythePapersinclosed,thatWehavebeenobligedtoattempttohumblethePrideofsomeJesuitswhocallthemselvesQuakers,butwholoveMoneyandLandbetterthanLibertyorReligion.TheHypocritesareendeavouringtoraisetheCryofPersecution,andtogivethisMatterareligiousTurnbut,theycantsucceed.TheWorldknowsthemandtheirCommunications.ActuatedbyalandjobbingSpirit,likethatofWilliamPenn,theyhavebeensolicitingGrantsofimmenseRegionsofLandontheOhio.AmericanIndependencehasdisappointedthem,whichmakesthemhateit.YettheDastardsdarenotavowtheirHatredtoit.itseems.”
BenjaminFranklinQuoteAboutGermanImmigrants
"ThosewhocomehitheraregenerallyofthemostignorantStupidSortoftheirownNation…”
–BenjaminFranklin
BenjaminFranklinHiramPowers(1805‐1873)Marble,1862
Stuart,Gilbert.Bishop,1823,MuseumofFineArts,Boston(CheveruswasfirstCatholicBishopofBoston)
Johnston,DavidClaypoole(17991865).[PortraitofReveredJohnCheverus];lithograph.June1825.
StrongAnti‐CatholicSentimentsPrevailed,ButCheverus’PortraitsWereEverywhere,EvenInManyProtestantsHomes.
MostSuccessfulPainting:TakingtheVeil,1863
MostFamousPainting:EmbarkationofthePilgrims,1837,CapitolRotunda
RobertW.Weir
SculptureofRev.BeecherwithWilliamLloydGarrison(top)
“WehavereasontofearnotonlytheprinciplesofthefloodofCatholicswhoemigrate,butthewilypriestswhovisitus,andthecorruptionspreadbyEuropeanmoneydistributedbythem…andtheprogressofRomanCatholicschools.”‐‐Rev.Beecher(HarrietBeecherStowe’sFather)
(OnlydaysafterBeecher’sthreeinflammatoryspeechesinBoston,theUrsulineConventwasburneddown.)
ReverendLymanBeecherandtheRomanCatholicsinBoston
RebeccaReedwasaProtestantyoungwomanwhohadattendedtheschoolin1831asacharityscholar,butleftshortlythereafterandpublishedapamphlet,
thenabookthatcausedmuchexcitementinthecity.
“IT IS WELL KNOWN THAT FOR SOME DAYS PAST A GROUNDLESS RUMOR HAS PREVAILED IN CHARLESTOWN AND THE VICINITY, THAT A YOUNG LADY…PLACED IN THE CATHOLIC CONVENT, AS A CANDIDATE FOR THE VEIL, HAS BEEN SECRETED OR ABDUCTED, THROUGH THE MACHINATIONS OF THE CONTROLLING AGENTS OF THE ESTABLISHMENT, AND WAS NOT TO BE FOUND BY HER FRIENDS. IN CONSEQUENCES OF THIS RUMOR, A GREAT EXCITEMENT WAS CAUSED… AND OPEN THREATS OF BURNING DOWN THE CONVENT MADE.”
"Ruins of the Ursuline Convent, at Charlestown, Massachusetts," historical print, 1834. Collection of the Charlestown Historical Society
TheBroadStreetRiotinBoston,1837:Oneofthemostviolentconfrontationsinthecity'shistory
Riotinvolvingoverfifteenthousandpeople!
RiotsliketheoneonBroadStreetareoccurringinmajorcitiesacrosstheU.S.
AnIrishfuneralprocessionandacompanyofYankeefirefighterscameface‐to‐faceinthestreetsofBoston.Afist‐fightmushroomsintoaninsaneriotof15,000.
"RiotatHoboken,May1,1851."Germanimmigrantsbattlednativists.
RobertMorris,firstAfricanAmericanAttorneyinBoston
RobertMorris’idcard1863
RobertMorris,CatholicLawyerinBoston
MorrisWorkedWithCharlesSumnerontheRobertsvs.theCityofBoston1850
Whenmostpeoplethinkofsegregatedschooling,theythinkoftheAmericanSouthduringthefirsthalfofthetwentiethcentury.ButtheearliestcourtcasetobattleagainstseparateschoolsforAfrican‐AmericanchildrencameoverahundredyearsearlierinBoston,Massachusetts,atRobertMorris’suggestiontoSumner.
EmigratedfromCountyCork1848
FirstIrishCatholicImmigrantto:
BeelectedtoCongress Serveasconsulgeneral BeelectedMayorofBoston(1901‐1905)
RobertMorrisTrainedPatrickCollins
Morristooknoteofan11yearoldIrishimmigrantwhowasbeingpickedon.Rememberingthebigotryhefacedasachild,Morristooktheyoungboyinandtrainedhiminthelaw.
QuotebyRobertMorrisafterwinninghisfirstcase,inwhichherepresentedablackmanagainstawhiteman.
“Iwenttomyoffice.Isatdownandcried.IthoughtofthemightyoddsagainstwhichImustcontendandthenitwasthatImadethevowIhaveneverbroken.Itwasthis:Iwouldprovemyselftobeamanandagentleman,andsucceedinthepracticeoflaw,orIwoulddie.”
—RobertMorrisafterbeingridiculedbythe lawyerhe’djustbeatenincourt.
MorrisUnsuccessfullyPetitionedforAfricanAmericanUnitin1859(54thRegimentcameshortlythereafter)
AUGUSTUSSAINT‐GAUDENS[1848–1907],ShawMemorial,1884–1897
Note:St‐GaudenshimselfwasanIrishFamineImmigrantwhooncesaid,“LoveandCouragearethegreatthings.”
MorristhoughtsohighlyoftheJesuitsofBostonthathelefthisentireestatetothem
“…thattheIrishAmericansofBostonaresoearnestlyandconsistentlyfriendlytotheircoloredfellowcitizensisduelargelytothegreatinfluenceexercisedbyRobertMorris.”—AmericanCatholicTribune,November24,1888,pp.1‐2.
RobertMorris:ACommemorativePoemwrittenbyElijahW.SmithandreadbyJamesM.TrotterattheMemorial
MeetingheldinBoston’sCharlesStreetChurchMarch5,1883
“Wehonorhimbecausehestood
Calmmidtheragingsea;TruetohisGod,hisracehimself;
Hiscountry,Liberty.”
Bringingitbackaroundtotheessential/guidingquestion:
WhatdoyouthinkElijahWilliamSmithmeantbyragingsea?
Doyouthinkhewasspeakingofthe“bitterracialandreligioushatred”ofthetime?
Lesson3:StudentResearchComponentNativisminBostonin19thCentury
Studentswillcometothecomputerlabsinthelibraryanddoresearchintheonlinedatabases,exploringtheirownexamplesofnativisminantebellumBoston,recordingtheirfindingsonthe“ThatWasThen,ThisIsNow”THENsideoftheworksheet.
Lesson4:StudentsHavePersonalExperiencewithVisualArtfromArchives
Studentswillexploretheschool’sarchivesexhibit NOTE:Ifaschooldoesnothaveaschoolarchives,localorstatearchivesormuseumscouldbevisitedthroughafieldtriporvideoconferencewithmuseumswithonlineeducationprograms.
Museumvideoconferencingprogramscanbefoundinthedirectorybelowusingkeywordsearch:Immigration
VideoconferenceContentProvidersDatabasehttp://www.vccontentproviders.org/searchprogram.php?streg=28
Materials
“Reading”PortraitureGuideforEducators,Smithsonian,NationalPortraitGalleryworksheethttp://www.npg.si.edu/docs/reading.pdf
NationalArchivesDocumentAnalysisGuideshttp://www.archives.gov/education/lessons/worksheets/
Procedure
Studentswillcometothelibraryarchivesandaftergoingthroughtheexhibit,willfindoneportrait,photograph,orartifact,andwillcompletetheappropriateworksheetonthepiecefromtheexhibitthattheymostidentifywith.Studentswillwriteastoryaboutthepiecetheyselectedasanassignment.
WhatwasLincoln’shopeforthefutureaftertheCivilWar?
WhatwasHomer’s?Weretheirhopesrealized?
Lesson5:StudentResearchComponentNativismToday
VeteranInANewField,1865HomerWinslow
AbrahamLincoln,AlexanderGardner1865
ProtestersmarchduringarallyagainstArizona'simmigrationlaw.Saturday,July10,2010,inBoston.(APPhoto/MichaelDwyer)
ImmigrantadvocatesprotestingArizonaGov.BrewerassheattendstheNationalGovernorsAssociationmeetinginBoston.TheyareprotestingArizona’scontroversialimmigrationlaw.
ProtesterssaidBrewerwasabigotandcalledfortheendofwhattheysaidwas“racistdeportation.”
Newlawrequirespolicetoquestionpeopleabouttheirimmigrationstatusifthere’sreasontosuspectsomeoneisinthecountryillegally.
Procedure
StudentsintroducedtocomparisonofNativismThenandNowinvideo“WrongThen,WrongNow”http://www.youtube.com/watch?v=ljyxzCShh_4
StudentsuseonlinelibraryresourcestoinvestigateNativisminAmericatodayandrecordtheirfindingsontheThatWasThen,ThisIsNowWorksheetNOWside.
DiscusswithstudentshowattitudestowardtheIrishCatholicsinthe19thcenturyaresimilartoattitudestowardimmigrantstoday.Howdotheseattitudesaffectthewayimmigrantsaretreatedandthekindsoflegislationthatispassed?
Lesson6:ExpandingtheLessonBeyondtheClassroomViaVideoconference
Usingtheirresearchfromtheir“ThatWasThen,ThisIsNow”worksheetstudentswillengageinaSocraticSeminarwithaclassinArizonaandaclassinDublinIrelandviavideoconference.
CenterforInteractiveLearningandCollaborationhttp://www.cilc.org
CollaborationsAroundthePlanetasocialnetworkingtoolforeducationalvideoconferencinghttp://projects.twice.cc
Lesson7:ReflectingonNativisminBostonAssessment
Recallwithstudentstheoriginalguidingquestion.Handbackoriginalpiecesstudentswroteanddiscussasaclass.Dothestudentsfeelasthoughtheyhavecometoabetterunderstandingofnativism?Studentsrewriteoriginaldraft.
Brainstormasaclasswaysinwhichthestudentscandemonstratetheirunderstandingthroughart,music,orliterature.
Assignstudentstocreateapieceofproseorpoetry,anewspaperarticle,apieceofartwork,apieceofmusicorapodcastdemonstratingtheirunderstandingofnativisminBoston.Letstudentsknowthatthefinishedworkwillbesubmittedtotheschoolnewspaper,theschoolliterarymagazineortheschoolpodcastclubforpublication.
MassachusettsCurriculumFrameworksAddressed
Social,Political,andReligiousChange,18001860
USI.31Describetheformationoftheabolitionistmovement,therolesofvariousabolitionists,andtheresponseofsouthernersandnorthernerstoabolitionism.(H)
USI.32DescribeimportantreligioustrendsthatshapedantebellumAmerica.(H)
A.theincreaseinthenumberofProtestantdenominationsB.theSecondGreatAwakeningC.theinfluenceofthesetrendsonthereactionof ProtestantstothegrowthofCatholicimmigration
VocabularyToBeLookedUpInOxfordEnglishDictionaryforHistorical&ContemporaryMeanings
DiscriminationJesuitical“KnowNothing”NativeAmericanismNativismPopishRacismStereotype
Bibliography
BurningofUrsulineConvent.http://www.massmoments.org/moment.cfm?mid=234 Davis,John.“CatholicEnvy:TheVisualCultureofProtestantDesire,”TheVisualCultureofAmericanReligions,CA:UniversityofCaliforniaPress,2001,pp.105‐128.
Greenridge,Kerri.Boston’sAbolitionists.Boston:CommonwealthEditions,2006. Johnston,Patricia.“SamuelF.B.Morse’sGalleryoftheLouvre:SocialTensionsinAnIdealWorld,”SeeingHigh&Low:RepresentingSocialConflictinAmericanVisualCulture,CA:UniversityofCaliforniaPress,2006,pp.42‐65.
Kendrick,StephenandPaulKendrick.Sarah’sLongWalk:TheFreeBlacksofBostonandHowTheirStruggleforEqualityChangedAmerica,Boston:BeaconPress,2004.
MassBayColonyBansCatholicPriests.http://www.massmoments.org/moment.cfm?mid=155
“RobertMorris”MassachusettsBarofTrialAttorneys2ndJamesOtisLectureSeries,2009.http://www.massabota.org/Site/2009_Lecture.html
Schulz,Nancy.FireandRoses:TheBurningoftheCharlestownConvent,1834.Boston:NortheasternUniversityPress,2002.
ListofSlidesfromPicturingAmerica
“BenjaminFranklin”HiramPowers,Marble,1862 “GeorgeWashington”(TheLandsdownePortrait)GilbertStuart,1796
“VeteraninANewField”WinslowHomer,1865 “AbrahamLincoln”AlexanderGardner,1865 “RobertGouldShawandthe54thRegiment”AugustusSt.Gaudens,1884