Wednesday, February 13, 2013
Thursday, January 10, 2013
Thursday, January 3, 2013
Traveling Museum Artifact boxes are available for two week loan intervals (teacher pick up only) and include adaptable activities appropriate for primary, middle, and secondary grade levels.
Schools within the state can request the loan of the Traveling Museum Artifact Boxes by contacting 973-539-2016 (Sarah Minegar @ x 215) or (Jude Pfister @ x 204)
We have two boxes available for loan beginning February 1, 2013: (Unit 1) The Contents of a Slave's Bag & (Unit 2) The Contents of Native American Bandolier Bag.
We hope to have (Unit 3) The Contents of a Colonial Lady's Pocket and (Unit 4) The Contents of a Soldier's Haversack ready soon!
Our Traveling Museum kits utilize replica artifacts and lesson units originally developed and distributed by The Colonial Williamsburg Foundation. These original Hands-On History Kits can be found here. Morristown National Historical Park has utilized these fantastic materials to create its own derivation demonstrating the museum end of artifact preservation. These derivations include artifact "housing" and original lesson materials and activities. The Colonial Williamsburg Foundation is in no way affiliated with the derivation of materials found here.
*A special thanks for intern Julie Carlson for assembling these museum boxes and creating unique curriculum materials to accompany these reproduction artifacts.Read more about Julie HERE.
Thursday, November 15, 2012
is this letter important?
all the specific details, what does it show us about the time period in
were some of the obstacles on the path towards independence?
everyone appreciate the cause of independence? How did some people’s lack
of support affect the cause?
are some reasons behind the lack of donations by the people of New Jersey?
(You’ll have to read between the lines.)
might our lives be different today if Continental Army had not eventually
received the supplies it needed from Trenton and other surrounding areas?
extension: From what classical work is Nathanael’s exclamation “Oh Foolish
Galatians, who has bewitched you?” taken? If possible, read the quote in
its original context. Is Nathanael using the quote to mean what it
originally meant, or is he using it out of context? What does his quote
show about the American attitude towards the past? Was the Revolutionary
period marked by great historical awareness? Did Revolutionaries use the
past and classical references to show off their intelligence, to
accurately explain what happened in the past, and/or to legitimate their
a side: did the citizens have a responsibility to help the Continental
Army? Should the Army have taken care of itself? What authority should the
Army have used to gather supplies from civilians?
- Current events connection: consider the United States’ involvement in Afghanistan over the last eleven years. Do the citizens of America have a responsibility to provide support their armed forces? What does that responsibility entail practically? How can and should people dissent from a war with which they disagree? How is this question about our political situation different from the one facing the American colonists at the time of Greene’s writing? How is it similar?
Monday, October 22, 2012
For upper middle school and high school levels
the first major paragraph and heading of the document. Ask students to identify
the specific locations identified.
are these locations mentioned? What is the main activity being discussed
in this paragraph?
does the following sentence mean in context: “I imagine, Middle Brook will
be a proper Division of the distance”? What does it tell us about how long
the transport would take?
the relationship between these locations: Greene provides very specific
instructions about how to transport the supplies.
- What does he literally say?
- Where is the winter transport coming from?
- Where does it ultimately need to go? (The document does not specifically say where the transport is headed – it merely says that it is going to “Camp.” Ask students to gather what clues they can from the document itself, then share with them that the main camp was Jockey Hollow outside of Morristown.)
is Greene located in relation to the final location of the supplies? (Display
or print a map of the Morristown area and its relationship to Jockey
Hollow. A map is available at http://www.nps.gov/morr/index.htm.
Scroll to the bottom of the page and select “View Park Map.”)
the envelope: where is Furman located? Is Trentown a location in New
Jersey? To which town is Greene probably referring? How do you know?
does Greene not provide a full address on the envelope? What does this
tell you about towns during the Revolutionary War period? What might it
reveal about Furman’s position in those towns?
from people’s mistakes: what address did Greene originally write? What might
be the reason for his mistake? What clues might this give about Furman?
students plot the transport’s route (three locations) on Google maps. Notice
how many miles apart these locations are.
- Having problems?! – Where is Middle Brook?
students locate Pittstown. How far away is it from Trenton? How long was
Furman’s “commute” from his home estate? What effect did the War probably
have upon himself and his family?
- Local connection: if your school is located in NJ, have students enter the school address to associate where their town is located in relation to the events of the Revolutionary War.
role did distance play in the struggles of the “poor fellows” mentioned in
the rest of the paragraph?
much of New Jersey was impacted by the winter encampment of soldiers? What
long term effects might this have had upon New Jersey’s population?
were the soldiers stationed in NJ? Zoom out in Google maps. What was
important or strategic about New Jersey’s location? Consider where the
British troops were located.
- Reflect on the process: how do historians use primary source documents? Were you surprised by how much we could learn from one document? What clues led us to further research? Are there any questions that remain unanswered? Remaining questions are important because they tell historians what the next step of their research should be.
For every question, encourage students to use the evidence from the text to justify their answers. The questions follow the SOAP STone method of source analysis.
Wednesday, October 17, 2012
ML11: Nathanael Greene (Activity 1)
Mini Lesson by Julie Carlson