Classroom Presentations |
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History According to Me:John Dickinson: Father, Farmer, Landowner, and Signer of the Constitution This program engages students in a collaborative activity requiring students to read, analyze, and interpret primary resource documents in order to discover information about one of Delaware's founding fathers. Groups complete a worksheet, shares findings with classmates while the presenter provides guidance and contextual information during the discussion session. Grade Level: 5Time: 50 minutes Standard: History 2 Essential Questions: How do artifacts and documents influence how history is written? History According to Me This interactive program enables students to work in cooperative learning groups in order to read, analyze, and interpret examples of primary resource documents. Through document analysis, students learn about Delaware history and its relationship with American history. Examples of documents include petitions, letters, tax assessment records, wills, manumissions, inventories, indentures, and receipts from the 1700s and early 1800s. Groups complete a worksheet and share their discoveries with classmates. The presenter provides guidance and contextual information during the discussion session. Grade Level: 5-12Time: 60 minutes Standard: History 3 Essential Questions: How are artifacts and documents used to write the story of the past? Olaudah Equiano: Kidnapped, Enslaved, and Free This interactive program introduces students to an autobiography and engages them in an activity enabling them to explore the issue of slavery. By reading excerpts from Olaudah Equiano's autobiography published in 1789, students discover information about African tribal customs, exportation of slaves from Africa to the West Indies and North America, as well as examples of personal experiences encountered by an individual enslaved for 11 years. Grade Level: 4Time: 50 minutes Standard: History 3 Essential Question: How are artifacts and documents used to write the story of the past? Delaware Day This presentation introduces students to the Constitution of the United States as well as defining Delaware's role in its writing and ratification. Grade Level: K-4Time: 45 minutes Standard: Civics 1, History 2 Essential Questions: (Civics 1) Why is authority needed? (History 2) What can I learn about the past from studying artifacts and documents? Loyalist or Patriot? (1) This interactive program enables students to examine legislation that enables them to discover information about how Delaware viewed loyalists in 1778. By reading excerpts from this primary resource document, students discover names of Delawareans identified as loyalists, their occupations, area of residence, and options given to them by the Delaware State. Grade Level: 4Time: 45 minutes Standard: History 2 Essential Question: How do artifacts and documents influence how history is written? (2) This interactive program enables student to examine excerpts from primary resource documents in order to determine whether John Dickinson was a patriot or loyalist. By working in collaborative groups, students read and analyze information, record conclusions on worksheets, and share their discoveries and reasons for their conclusions with classmates. Grade Level: 4 Time: 45 minutes Standard: History 2 Essential Question: How do artifacts and documents influence how history is written? How should historical sources be used to look for change? Delaware and the Federal Constitution This interactive program enables students to discover Delaware's participation in the federal convention at Philadelphia in 1787. Emphasis is placed on John Dickinson, Delaware signer and author of "Fabius." Students read excerpts of speeches and comments made by delegates attending the Constitutional Convention as recorded in Madison's Notes of Debates in the Federal Convention of 1787. Grade Level: 5-12Time: 50 minutes Standards: Civics 1, History 1 Essential Questions: (Civics 1) Why does a government have certain powers? (History 1) To what extent can we learn from studying historical responses to societal problems? Trades and Occupations (1) This presentation introduces students to the term "artifact." Students participate in classroom activities familiarizing them with period terms associated with trades and occupations practiced by Delawareans during the 1700s. By examining artifacts, students discover how people made a living in Delaware during the American Revolution and federal periods. Grade Level: 3, 4Time: 45 minutes Standard: History 2 Essential Question: What can I learn about the past from studying artifacts and documents? (2) This presentation introduces students to the term "artifact" as well as examples of primary resource documents including newspaper advertisements, probate inventories, apprenticeship indentures, and merchant account book entries. While participating in classroom discussions, students discover period names of trades and occupations and identify materials utilized to produce or manufacture items. Exercises enable students to discover how residents earned a living in Delaware during the American Revolution and federal periods. Grade Level: 5Time: 45 minutes Standard: History 3 Essential Question: How are artifacts and documents used to write the story of the past? Letter of the Law This interactive program engages students in a review and analysis of legislation regulating Delaware's enslaved, free, and indentured populations during the 1700s and 1800s. Grade Level: 5 - 12Time: 60 minutes Standards: History 1, 2, 3 Essential Questions: (History 1) To what extent can we learn from studying historical responses to societal problems? (History 2) How should historical sources be used to look for change? Does differentiating between fact and interpretation matter? (History 3) How are artifacts and documents used to write the story of the past? John's House This interactive program enables students to read, interpret, and analyze select phrases from primary resource documents. By doing so, students discover information about the home of John Dickinson, one of Delaware's signers of the Constitution. As history detectives, students work in collaborative groups, respond to written questions, record discoveries on a worksheet, and share their observations with classmates. Grade Level: 4, 5Time: 45 minutes Standard: History 2 Essential Question: What can I learn about the past from studying artifacts and documents? How do artifacts and documents influence how history is written? How should historical sources be used to look for change? Who Moved My Courthouse? This interactive program enables students to read, interpret, and analyze select phrases from petitions and legislation in order to discover information about the 1791 relocation of the county seat in Sussex County. As history detectives working in cooperative learning groups, students review documents, record their observations on worksheets, and share their conclusions with classmates. Grade Level: 4, 5Time: 45 minutes Standards: Civics 1, History 2 Essential Question: (Civics 1) How should an elected official represent the interests of the people? (History 2) How do artifacts and documents influence how history is written? For more information on the Division of Historical and Cultural Affairs Presentations, please contact Madeline Dunn, Curator of Education. |
