It was probably a year or maybe two ago when I first became accquainted with the Culper Spy Ring. I was watching Brad Meltzer's Decoded on the History channel. They were trying to ascertain the existence of agent 355 & also find evidence that the ring was still around. I cannot recall much of their findings but the revolutionary spy ring intrigued me. I like going beyond the surface of common knowledge.
I also enjoy sifting through fables to get to the concrete facts and the Why behind them.
I googled Culper Spy Ring just to see for myself if it really existed. (It's always a good idea to do your own research.)
Fast forward to fall term '13 for my Senior Research Seminar class I get to develop a topic and write a paper. I naturally chose the Culper Spy Ring.
Ive done a couple preliminary searches. Sifted some articles and books. I found a patchwork of basic information: members & their backgrounds, some chosen methods, and the fact that even though Washington commissioned the ring he didnt know the true identities. I found it especially interesting when I googled: What was the name of the newspaper Robert Townsend wrote for? A. (Rivington) Royal Gazette. James Rivington. I am currently trying to track down copies. I found two potential books that look promising. One is called "Reporting the Revolution", which I have located & requested via MelCat.
During my semester I plan to use this blog to write about my findings and progress as another tool to keep myself focused. I will analyze some of my sources as well. Furthermore I plan to utilize this as a companion piece to the assignments and progress reports I will make throughout the term.
Monday, September 16, 2013
Tuesday, October 2, 2012
Our children are Teachers too..Listen to Them Closely and Take Note...
I decided to continue this blog as a means to explore, analyze, and reflect on my journey to becoming a teacher. Last winter term (winter 2012) as a class requirement I had to keep a blog regularly. This class assignment proved to be a great tool.
Anyways, this semester I am taking EXPS 410 (Multiculturalism in Schools & Society). Last week our lecture was on culture, language, and learning. During class my professor showed us a clip of a documentary about a school district in L.A.
I cannot remember how old the movie was nor the specific district. However, a week later this piece continues to resonate with me. The majority of the district was of Hispanic or Latino descent. The teacher who made this piece gave a frightening but insightful vision of the lives of these children from grades 4-8 or so. The clip began with the teacher talking to six children. She asked kids questions like: What is the biggest misconception of your culture, and a question that broke my heart: How many of you have witnessed murder? The answer my ears received was enough to make me cry. 5/6 of the children have witnessed murder. A boy about 9 or 10 was still nursing the wound of loosing his friend when his teacher asked if he needed to go out in the hall for a minute to be alone.
These children and their families are among many who live in an apartment across the street from "the black market" which is also quite close to the school. This "black market" sells drugs and fake green cards for five dollars. Residents of this apartment pay $500 a month for rent in a worn out building. Several families share these rooms. Sometimes repairs are not made. The worst part is that these families who often have two adults working either odd jobs or two cannot always pay rent. The landlord doesn't offer any understanding or aid at all. Payment is expected or else.
The teacher followed or shadowed one specific student who was 10 or 11. The girl often comes home before her mother, who works two jobs. She has lost members of her family to murder including her dad. The death of her father resulted in her and her mother and uncle being "homeless" for about a month. The family were locked out of their place and were forced to take shelter in an abandoned apartment room. During this time her teacher was obviously concerned. She grew frustrated when she couldn't get a hold of the mother. Eventually she found out the plight of the girl and her family. About a month later the family were able to move back. Perhaps the landlord had some compassion.
This little girl had more life experience than a little girl should. What many of us would view as nightmares which in turn could ultimately defeat us, made her stronger. At some point during the movie the little girl read a saying in Spanish which has been etched upon my heart. The English translation: "Where Jesus is present, nothing is missing." Then the teacher asked, "is there anything missing?" She answered, her dad. Yet, as sad as her answer was her eyes were full of hope and joy. (Which seems to solidify the necessity of possessing hope in one's heart.)
The following day she was at school. This girl had such a zeal for life and learning. In some way school wasn't just some place for learning but a haven.
This movie left a huge mark. After class I made myself a personal vow that I would expect to learn a thing or two from my students. (This movie clip further solidified my belief that in order to facilitate a community of learners a teacher needs to acknowledge that their students have experiences and or insight that will enhance their lessons. These contributions in turn create and strengthen the community.
I also found myself wondering, how can I help my future students without over stepping my boundaries. For example if I have a student in my class who is poor what resources can I offer to that student's family; providing that they are willing to be helped. It is important for teachers to make sure their students are proficient in the content areas in which they are teaching. It is important to try to involve parents and be concern for the welfare for all your students.
I want to be a compassionate mentor and teacher to all my future students. If a student's family needs help and they have given me their consent, I want to mobilize the necessary resources for that family. Responsibilities evolve and grow, as a child grows, but first and foremost the child needs to be able to be a child. Second they must have a healthy and friendly environment in which to learn.
What other roles will I or can I play as a teacher? I don't want to go home after the final school bell. I do not want to just write up lesson plans and check homework/tests. I want to do more than just create a community of learners, who hopefully want to share ideas and concepts (who enjoy learning). I want to make sure my students have the resources they need.
My future classroom isn't just over the horizon and yet it isn't miles away either. I am currently and eagerly working toward this aspiration. I am still shaping my teaching philosophy but I know it will take some time to shape a solid teaching mission statement to guide my learning community.
Anyways, this semester I am taking EXPS 410 (Multiculturalism in Schools & Society). Last week our lecture was on culture, language, and learning. During class my professor showed us a clip of a documentary about a school district in L.A.
I cannot remember how old the movie was nor the specific district. However, a week later this piece continues to resonate with me. The majority of the district was of Hispanic or Latino descent. The teacher who made this piece gave a frightening but insightful vision of the lives of these children from grades 4-8 or so. The clip began with the teacher talking to six children. She asked kids questions like: What is the biggest misconception of your culture, and a question that broke my heart: How many of you have witnessed murder? The answer my ears received was enough to make me cry. 5/6 of the children have witnessed murder. A boy about 9 or 10 was still nursing the wound of loosing his friend when his teacher asked if he needed to go out in the hall for a minute to be alone.
These children and their families are among many who live in an apartment across the street from "the black market" which is also quite close to the school. This "black market" sells drugs and fake green cards for five dollars. Residents of this apartment pay $500 a month for rent in a worn out building. Several families share these rooms. Sometimes repairs are not made. The worst part is that these families who often have two adults working either odd jobs or two cannot always pay rent. The landlord doesn't offer any understanding or aid at all. Payment is expected or else.
The teacher followed or shadowed one specific student who was 10 or 11. The girl often comes home before her mother, who works two jobs. She has lost members of her family to murder including her dad. The death of her father resulted in her and her mother and uncle being "homeless" for about a month. The family were locked out of their place and were forced to take shelter in an abandoned apartment room. During this time her teacher was obviously concerned. She grew frustrated when she couldn't get a hold of the mother. Eventually she found out the plight of the girl and her family. About a month later the family were able to move back. Perhaps the landlord had some compassion.
This little girl had more life experience than a little girl should. What many of us would view as nightmares which in turn could ultimately defeat us, made her stronger. At some point during the movie the little girl read a saying in Spanish which has been etched upon my heart. The English translation: "Where Jesus is present, nothing is missing." Then the teacher asked, "is there anything missing?" She answered, her dad. Yet, as sad as her answer was her eyes were full of hope and joy. (Which seems to solidify the necessity of possessing hope in one's heart.)
The following day she was at school. This girl had such a zeal for life and learning. In some way school wasn't just some place for learning but a haven.
This movie left a huge mark. After class I made myself a personal vow that I would expect to learn a thing or two from my students. (This movie clip further solidified my belief that in order to facilitate a community of learners a teacher needs to acknowledge that their students have experiences and or insight that will enhance their lessons. These contributions in turn create and strengthen the community.
I also found myself wondering, how can I help my future students without over stepping my boundaries. For example if I have a student in my class who is poor what resources can I offer to that student's family; providing that they are willing to be helped. It is important for teachers to make sure their students are proficient in the content areas in which they are teaching. It is important to try to involve parents and be concern for the welfare for all your students.
I want to be a compassionate mentor and teacher to all my future students. If a student's family needs help and they have given me their consent, I want to mobilize the necessary resources for that family. Responsibilities evolve and grow, as a child grows, but first and foremost the child needs to be able to be a child. Second they must have a healthy and friendly environment in which to learn.
What other roles will I or can I play as a teacher? I don't want to go home after the final school bell. I do not want to just write up lesson plans and check homework/tests. I want to do more than just create a community of learners, who hopefully want to share ideas and concepts (who enjoy learning). I want to make sure my students have the resources they need.
My future classroom isn't just over the horizon and yet it isn't miles away either. I am currently and eagerly working toward this aspiration. I am still shaping my teaching philosophy but I know it will take some time to shape a solid teaching mission statement to guide my learning community.
Wednesday, April 25, 2012
Presentation Reflection
It's been awhile since I thought about my fifth grade and eleventh grade teachers. Both of which have contributed to my passion for history. Though I didn't mention Mrs. Cranfield. Her role was still significant because she coupled her history lessons with poetry. Mrs. Yokie's class was the first time I was exposed to the subject that is history.
When I returned to school to pursue my education and decided I would be a history/ed major my first American history class was difficult because I had lost my dad a few months before. After each class I there was that ten year old who wanted to go tell daddy guess what I learned about Paul Revere. I also learned how intricate history was. For the first time one of my favorite school subjects became difficult to handle. My passion for history was embedded and didn't fully become uprooted because though my dad wasn't there to indulge me he had left a lasting impression, passion for history with me.
When I returned to school to pursue my education and decided I would be a history/ed major my first American history class was difficult because I had lost my dad a few months before. After each class I there was that ten year old who wanted to go tell daddy guess what I learned about Paul Revere. I also learned how intricate history was. For the first time one of my favorite school subjects became difficult to handle. My passion for history was embedded and didn't fully become uprooted because though my dad wasn't there to indulge me he had left a lasting impression, passion for history with me.
HISTORY: Stories & Pop Culture
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Photo Credits:"The Midnight Ride of Paul Revere" Henry Wadsworth Longfellowengravings & painting(s) by Christopher Bing http://littlelambbooks.blogspot.com/2011/04/midnight-ride-of-paul-revere.html accessed 4-24-12 Andrea Meyer, "Collage of Images related to the Culper Spy Ring and Benedict Arnold's Treason," in The Culper Spy Ring and Benedict Arnold, Item #823, http://aphdigital.org/projects/culperspyring/items/show/823 (accessed April 24, 2012). "Rosie the Riveter" Ad Council: http://www.adcouncil.org/our-work/The-Classics/Women-in-War-Jobs-Rosie-the -Riveter (accessed 4-19-12) "Movie Posters & Books" Time Magazine Special TITANIC: The Tragedy That Shook the World: One Century Later pp. 128-129. |
Wednesday, April 18, 2012
A Historical Tidbit & Reflection on Stories
Today while preparing for my Renaissance class final and watching the history channel I found something curious that I had knew known before. I was watching "Decoded" this show which basically cracks codes and solves mysteries by this historical fiction novelist Brad Meltzer.
This episode was about the very first spy chain or organization in the U.S also the predecessor to the C.I.A called the Culper Ring. Apparently George Washington was the master of the ring. These "ordinary folk" were the intelligence or the spies and there were about 20 of them. They didn't fully know who they all were which was helpful in avoiding getting caught, these people couldn't snitch to Britain no matter what cause they did not know.
The used invisible ink to write messages. They had a number codes in order to decipher messages and only four were made. Apparently this ring was paramount to discourage Benedict Arnold from selling out the Americans.
The most intriging thing I learned was that no one knew about this until the 1930s. These people's identities where hidden so well that they literally took their secrets to the grave. Meltzer's group and I both did not understand why it wasn't taught in our high school history courses. It wasn't taught in my college course either. If it was such a major piece of the Revolutionary War then why wasn't it covered?
We literally won the war based on our collective minds verses muscle power. Why leave it out, doesn't that leave a huge chuck out of the puzzle? If history is the story of man and all stories have a beginning, middle and idealistically an ending then why is this detail missing?
Stories are intriguing they teach us lessons whether they are fact or fiction or embellished. These parables handed down to us allow us to live vicariously through those who came before. How would we have done or reacted to (insert historical event). Life is short. We learn through our experiences and shared stories or rather other history.
The story of the Culper Ring provides early innovations that we still use today. This story also teaches us the value of our minds, whether we agree with these actions or not. Also there is no such thing as defeat unless you otherwise claim it.
History after is a teacher who provides us with some great stories and poessess many storytellers.
This episode was about the very first spy chain or organization in the U.S also the predecessor to the C.I.A called the Culper Ring. Apparently George Washington was the master of the ring. These "ordinary folk" were the intelligence or the spies and there were about 20 of them. They didn't fully know who they all were which was helpful in avoiding getting caught, these people couldn't snitch to Britain no matter what cause they did not know.
The used invisible ink to write messages. They had a number codes in order to decipher messages and only four were made. Apparently this ring was paramount to discourage Benedict Arnold from selling out the Americans.
The most intriging thing I learned was that no one knew about this until the 1930s. These people's identities where hidden so well that they literally took their secrets to the grave. Meltzer's group and I both did not understand why it wasn't taught in our high school history courses. It wasn't taught in my college course either. If it was such a major piece of the Revolutionary War then why wasn't it covered?
We literally won the war based on our collective minds verses muscle power. Why leave it out, doesn't that leave a huge chuck out of the puzzle? If history is the story of man and all stories have a beginning, middle and idealistically an ending then why is this detail missing?
Stories are intriguing they teach us lessons whether they are fact or fiction or embellished. These parables handed down to us allow us to live vicariously through those who came before. How would we have done or reacted to (insert historical event). Life is short. We learn through our experiences and shared stories or rather other history.
The story of the Culper Ring provides early innovations that we still use today. This story also teaches us the value of our minds, whether we agree with these actions or not. Also there is no such thing as defeat unless you otherwise claim it.
History after is a teacher who provides us with some great stories and poessess many storytellers.
Thursday, April 5, 2012
Ponderings or Mental Ramblings
In a sense history is the study of the relationships between events and people. How folks are influenced by said events. In my Renaissance class we covered several key figures. From Henry VIII, Leonardo Da Vinci, Isabella d'Estelle, and Christopher Columbus.
Recently I found myself imagining what if these people were sitting in class with me. I'm not sure what prompted this. Maybe it had something to do with a forthcoming research project. Anyways, I found myself wondering if they were able to listen in on the lectures and hear their names mentioned how would they react. Would they be embarrassed? Would they feel honored that history hadn't forgotten; that several generations later humankind still recognizes them? Would they speak up and denounce any discrepancies in the historic record? Or would they stand up and unceremoniously say
"your welcome"--demonstrating an air of arrogance?
These questions are the ones that go unanswered, probably because these questions have little significance. Maybe these questions would give us insight to the historical figures that because of many centuries are not as personable to us.
Recently I found myself imagining what if these people were sitting in class with me. I'm not sure what prompted this. Maybe it had something to do with a forthcoming research project. Anyways, I found myself wondering if they were able to listen in on the lectures and hear their names mentioned how would they react. Would they be embarrassed? Would they feel honored that history hadn't forgotten; that several generations later humankind still recognizes them? Would they speak up and denounce any discrepancies in the historic record? Or would they stand up and unceremoniously say
"your welcome"--demonstrating an air of arrogance?
These questions are the ones that go unanswered, probably because these questions have little significance. Maybe these questions would give us insight to the historical figures that because of many centuries are not as personable to us.
A Clue to the History Classroom
I'm excited! While I was other fun activities/assignments for my online module I stumbled upon this amazing site called The National Archive:Docs Teach. It allows social studies (history) teachers to pair their assignments/activities with primary documents. There is a print feature for the documents so teachers can use it in their classrooms as well as online.They provide templates and guidelines how to make an activity too. This appeals to me on two fronts. My history nerdy self and my future teaching self. Only I have two regrets. Where was this when I needed something for my Tech Overview and why didn't I find this sooner? Oh, well the wealth of information and the activities create so many possibilities.
This will be an amasing tool someday for my classroom. However, in the meantime I wonder if I can use it for my studying history needs. It's worth the exploration. So many interests so little time.
I wonder if Leonardo Da Vinci ever said those words? He had so many different interests how did he make time for them all? Anyways, I am currently delving into his world for a research project. That's the best part about history. Historians are almost like detectives. We look at sources primary and secondary as if they were clues. Clues into a society apart from the modern world but at times we find that the chronicles of yester-year are prefaces to how we perceive our own lives. For example what would life be like in America if we hadn't won the American Revolution? What would be our citizenship status/identity entail?
This will be an amasing tool someday for my classroom. However, in the meantime I wonder if I can use it for my studying history needs. It's worth the exploration. So many interests so little time.
I wonder if Leonardo Da Vinci ever said those words? He had so many different interests how did he make time for them all? Anyways, I am currently delving into his world for a research project. That's the best part about history. Historians are almost like detectives. We look at sources primary and secondary as if they were clues. Clues into a society apart from the modern world but at times we find that the chronicles of yester-year are prefaces to how we perceive our own lives. For example what would life be like in America if we hadn't won the American Revolution? What would be our citizenship status/identity entail?
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