DC+Summer+2013+Trip

Welcome to the Wiki page for the Summer 2013 trip to Washington, DC!

The purpose of this wiki page is to allow those who are attending the trip to have easy access to the materials. Even if you are not attending please look through these materials- they might be beneficial! Feel free to post lesson plans, project ideas, or other ways that you have integrated the material or methods learned from the trip into your classroom. What worked, or did not work? What materials have you discovered were most helpful? Or least helpful? What material (photos, documents, videos, etc) do you wish you had more of? And who has found some to recommend?

If you have never used a wiki before, do not worry. Many have not! Just click on the icon above that says "EDIT" to begin adding your contributions to this project.

__**D.C. Wiki Page Forum: To discuss the trip with participants and ask questions, offer suggestions/ideas, etc., simply click on the icon (looks like a comic strip speech bubble with a number next to it) to the right of the "EDIT" option at the top of this page.**__

__**Lesson Plans:**__
// Between October 16-18, 1859, radical abolitionist John Brown seized a United States military arsenal at Harpers Ferry, VA and attempted to incite an armed slave rebellion. Brown expected between 200-300 local slaves would join to his cause, but not only did this fail to happen, but the townsfolk began firing upon the raiders. On the morning of Tuesday, October 18, a force of marines under the command of Col. Robert E. Lee stormed the building which Brown's raiders were holding and took them into custody. Brown was tried and found guilty of treason and hanged on December 2. Following his execution, John Brown was made into a a martyred hero of the anti-slavery cause among Northern abolitionists. //
 * John Brown and Harper's Ferry **

//The battle for women's suffrage was fought on many fronts. **Iron Jawed Angels** follows the events surrounding Alice Paul and Lucy Burns, suffragists who radicalized the movement by carrying out the first pickets in front of the White House and demanding to be acknowledged by the president. The long road to suffrage finally ended in victory in the state of Tennessee when Harry T. Burn, a young Republican representative, suddenly changed his initial vote to support for suffrage, passing the initiative and making Tennessee the 36th and final state necessary to ratify the 19th Amendment.//
 * Beth Richards **

//Martin Luther King's// "I Have a Dream" //speech, taking place during the historic March on Washington on the 100th anniversary of the signing of the Emancipation Proclamation, was one of the most significant moments of the Civil Rights Movement. The speech was broadcast nationally and received an enormous amount of publicity and television coverage in its wake, making Dr. King the international face of the struggle for civil rights. Hailed as a masterwork of rhetoric, the speech was a call to action for blacks and whites alike, and presented an optimistic vision of a harmoniously integrated America, with the promises of life, liberty, and the pursuit of happiness spelled out as the nation's creed freely available to all men and women regardless of race or religion.//
 * Charles Ogle **



//In this lesson plan, students will work in pairs to research important figures involved in the signing of the Declaration of Independence, as well as analyzing specific text to better understand the intentions of the signers for the newly independent citizens.//
 * Danny Helton **
 * Deanna Blackburn **

//Following victory in the Revolutionary War, the Colonies were left to devise a government for themselves. Wanting to reserve as much individual autonomy for the states as possible, and fearing the tyranny of a powerful centralized government such as England's, the Articles of Confederation were ratified on March 1, 1781. The Articles established state sovereignty in nearly all issues, and created a weak central government without the power to collect taxes from the states. The only powers and duties afforded to the Confederate Congress were the ability to declare war, negotiate foreign treaties, appoint courts for piracy and for appeals, issue letters of marque and reprisal, and establish rules for military captures on land or water. Being unable to collect taxes, the Confederate government was thus unable to pay its debts from the Revolutionary War and, among numerous other factors, this led Congress to convene a summit to revise the Articles. They were replaced by the United States Constitution on March 4, 1789.//
 * Jacob Quilliams **

//Often the best way to develop an appreciation for the events and challenges of an era is to read the words and understand the deeds of the people who sought to meet those challenges. In this lesson plan, students will analyze the words of and view monuments dedicated to Abraham Lincoln, Franklin Delano Roosevelt, and Martin Luther King Jr. in order to better understand the enormous challenges faced by these leaders.//
 * Jocelyn Hyde **

//In this lesson plan, students will be divided into groups and given bags containing maps, documents, quotes, personal items, dates, etc. related to one of a number of important figures in Tennessee history including Sam Houston, Andrew Jackson, James Polk, Sequoia, Nancy Ward, and others. Each group will then identify which figure(s) the items in the bag are related to in order to better understand the role each figure played in Tennessee history, what life was like for these figures, and how their lives might have been similar/different to the students' lives today.//
 * Katie Wilson **

//An infinitely complex and forward thinking individual, Thomas Jefferson engineered one of the most significant events in United States history with the Louisiana Purchase and subsequent commissioning of the Louis and Clark expedition. In this lesson plan students will examine the ways in which Jefferson's forward looking nature, fascination with the natural world, and desire to leave a profound impact on the nation influenced his actions as president, particularly in regard to the Louis and Clark expedition and the opening of the West.//
 * Lynn Hyde **

//The Battle of Antietam occurred on September 17, 1862 when General Lee's forces attempted to cross into the border state of Maryland, and was a significant occurrence during the Civil War for numerous reasons. It was the worst single day loss of American life in the nation's military history, with over 3,600 soldiers killed and approximately 19,000 more injured or missing. Though a tactical draw, Lee's forces retreated into Virginia and the Union declared victory. President Lincoln used the victory to justify the introduction of the Emancipation Proclamation, establishing the eradication of slavery as an explicit goal of the Union Army, and thus explicitly linking slavery to the Southern cause. This dissuaded European powers from recognizing the Confederacy and intervening on its behalf, as these nations refused to offer direct support for the cause of slavery.//
 * Rebecca Byrd **

// A defining aspect of the Declaration of Independence is the establishment of unalienable rights which shall not be infringed upon, being the rights to Life, Liberty, and the Pursuit of Happiness. In this lesson plan, students will examine the role of these natural rights in American life from John Locke's conceptions of life, liberty, and property, to the ways in which these ideas have changed over time and how they fit into the modern world. //
 * Robert Smith **

//In this lesson plan, students will learn about the histories and economies of the original Southern colonies, as well as the development and role of slavery in these economies. Students will analyze the differences between slavery and the system of indentured servitude which preceded it.//
 * Tiffany Flynn **

Washington, D.C.: Other
 * Educational Materials Available: **
 * Map: [[file:D.C. Map.pdf]]
 * Metro Map
 * Listen Up: Common Core Listening Standards and Oral Histories: []
 * Reading/ Social Studies Integration for K-4: []
 * Dust Bowl Stories: []
 * Smithsonian's History Explorer: Lessons: []
 * Smithsonian American Art Museum Resources: Content Links, Teacher Guides, and Student Activities: []

**Itinerary:** // **[Please note that the itinerary will be continuously updated over the course of the next 2 weeks and we will also discuss any activities that we may be able to do as a group or broken into different groups in the evenings]** //


 * Sunday, June 23: **
 * **Depart for Washington, D.C.** //(departing from West Knoxville @ William's house at 8 a.m.; departing from Sevier County @ Northview Academy at approx. 8:35 a.m.)//
 * **Hotel: 1651 North Oak Street, Arlington, VA 22209; Telephone: 703-812-8400, www.marriott.com/WASRR**

>> []
 * Monday, June 24:**
 * **Monuments Tour with James Percoco, 8:00 am-2:45 p.m. (Monuments and memorials included in Mr. Percoco's tour, includes: The Emancipation Monument; Shaw Memorial-National Gallery of Art; African American Civil War Memorial; Lincoln Memorial; FDR Memorial, Martin Luther King, Jr. Memorial [walk-through]; World War II Memorial)**
 * **//Teachers: Please bring a digital camera as James Percoco will discuss how to take photos of monuments and memorials so that your own images can be effective classroom instruction tools.//**
 * **//World War II Memorial: The Friends of the WW II Memorial have a webpage that, in addition to excellent material, includes a brief 6-minute video of the Memorial narrated by Tom Hanks that Mr. Percoco has asked everyone to take a look at prior to tour. You can find the video at the bottom of the page: []//**
 * **//Martin Luther King, Jr. Memorial Fact Sheet [[image:enduringvisions/MLK Jr. Memorial D.C..jpg width="576" height="900"]]//**
 * For a video in which James Percoco discusses teaching with monuments and memorials (video), click here:
 * //The following PDFs and Word Documents are supplementary resources that Mr. Percoco has made available. If you have time prior to the trip, please take a few minutes to look through them. __**He has asked that everyone read "American Monument Reading"**__ (a 2-page document that appears as the 4th document below) __**and the "WWII Richman Article" prior to the tour if possible**__ (this is a newspaper article and the 2nd and 3rd pages of the article appear sideways on the screen due to scanning. If you can print it out, it will be much easier to read). Copies of each file will be included in your Summer Institute Binder that you will receive on the bus.//
 * [[file:James Percoco, Monumental History, Commemorating America's Civil War Sesquicentennial (OAH Magazine of History, April 2011).pdf]]
 * [[file:Echoes From The Mall.doc]]
 * [[file:Katz Monument Essay Questions.doc]]
 * //[[file:American Monument Reading.pdf]](goes along with the Katz questions)//
 * [[file:WW II Richman Article.pdf]]
 * History & Culture: []
 * Case Study #2: Applied History: Placing Students in the Past: [|http://www.nps.gov/nr/twhp/Prof_Dev_Project/Percoco_case_study_2.html]


 * ** Ford's Theatre Tour 3:00-6:00 p.m. (Tour includes Ford's Theatre Museum; Ranger-guided talk in theatre; Petersen House; and Center for Education and Leadership) **
 * Virtual Tour of Ford's Theatre: []
 * Lincoln's Day/ Booth's Day on April 14, 1865: []
 * Explore Lincoln: []


 * Tuesday, June 25:**
 * **Tennessee Tuesday, 9:00-10:00 a.m. meet with Senators Alexander and Corker**
 * **Capitol Tour, 10:00 a.m.**
 * //Teachers: Please read and follow list of prohibited items.// [[file:2013 Capitol Prohibited Items List.pdf]]
 * U.S. Capitol Visitor's Guide: [[file:U.S. Capitol Visitor Guide.pdf]]
 * Lesson Activities from the U.S. Capitol: []
 * Building a More Perfect Union: Congress, The Capitol Building and the Civil War: [|http://www.visitthecapitol.gov/Exhibitions/civilwar/#/timeline/]
 * Student Activities on the District of Columbia Compensated Emancipation Act of 1862: []
 * Legislative Process (videos): []
 * **National Archives, 12:30-4:00 p.m.**
 * []


 * Wednesday, June 26:**
 * **Library of Congress Tour 9:00-9:45 a.m.**
 * **Newseum, 10:45 a.m.-2:15 p.m.**
 * Newseum Visitor's Guide:[[file:Newseum Visitors Guide (2013).pdf]]
 * Newseum Digital Classroom (simply enter an e-mail address and a password and you will have acess to excellent videos, lesson plans, and more on various topics and the First Amendment: []
 * Lesson Plans: []
 * **Air and Space Museum, 2:30-6:00 p.m.**
 * Education page: []
 * Space Race Chronology Game: [[file:space race chronology game.doc]]
 * Teacher Web Resources for Cold War & Space Race: [[file:Web Resources for Teachers Cold War and Space Race.doc]]


 * Thursday, June 27: **
 * **Depart Washington (check-out of hotel) for Harpers Ferry's, WV**
 * **Harpers Ferry National Historical Park, 8:00 a.m.-**
 * Educational Materials Packet: @http://www.nps.gov/hafe/forteachers/upload/materials%20packet.08.22.09.pdf
 * Photos & Multimedia (including vodcasts): @http://www.nps.gov/hafe/photosmultimedia/index.htm
 * For an excellent website (filled with educational resources)commemorating the 150th anniversary of John Brown's Raid: @http://www.civilwar.org/150th-anniversary/john-browns-harpers-ferry.html
 * **Depart Harper's Ferry for Charlottesville, Virginia**
 * **Hotel: English Inn of Charlottesville, 2000 Morton Drive, Charlottesville, VA 22903; Telephone: 434-971-9900, www.englishinncharlottesville.com**


 * Friday, June 28:**
 * **Monticello**
 * Exploring Monticello: A Guide for Young Learners: @http://www.monticello.org/sites/default/files/inline-pdfs/exploring_monticello_0.pdf
 * Lewis & Clark Expedition (with primary sources): []
 * **Leave Charlottesville for Knoxville/ Sevierville**