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Yearly Archives: 2015
One way to make history come alive in the classroom is to engage it creatively. In this case, student teams worked together to create recruitment posters that would attract – or fail to attract – emigrants to the new world.
The best and most influential posters were the ones with color, detail, and an appropriate amount of information. Given that literacy in the 1600s was not the greatest, announcements had to catch the eye and at the same time deliver the basic message. The poster on the left is bright and loud and colorful, and appeals to the reader in a most simplistic form. The poster draws the eye to it and offers basic details, basic questions, about the promise of New Amsterdam; adventure, freedom, and prosperity. The other poster has a simpler design, but includes more pictures and more information about the New World. This poster appeals to the reader’s personal family, religion, and riches. Describing the religious freedoms, economics and the fur trade, and the setting of the New Amsterdam, the reader would be more informed, and perhaps more comfortable with the journey and move.
Upon its founding, the Dutch actually had some difficulties recruiting people to live in New Amsterdam. New land, and new challenges faced by a reluctant people. Despite the establishment of a lucrative fur trade in the early 1600s because of land disputes and territory patents the Hudson Valley was not yet suitable for colonization. The West India Company took over the financial strife of the New Netherlands in the 1620s, based off of the promising fur trade. This would lead to the commitment of maintaining a Dutch colony on the Hudson, based around politics, capital, and power.
The first settlers arrived in 1624, made up of mostly Walloons, French Protestant refugees, and English pilgrims. The settlers were bound by provisional orders to, obey and carry out without any contradiction the orders of the company which gave the West India Company power over crops, religion, wealth, and land distributed to the colonists. That being said the incentives were still worth the voyage. Free land, free passage, a thriving economy, and growing possibilities ensured a continuous gain of peoples. As the colony grew so did opportunities. More and more expeditions were being made to the New World as New Amsterdam expanded exposing the colony to more and more people tools, provisions, and experiences. By 1630 New Amsterdam would be a flourishing epicenter of economics and politics in the New Netherlands.
I transferred to the college from Syracuse University, which proved to be too cold and froze me out. I grew up in Massachusetts in a small town just south of the historic city of Boston, near the Patriot’s Gillette Stadium. I am a history major with a concentration in American history, and a fascination with the Roosevelts and the Civil War; I am also a political science minor.
I am what some would call a, crazy cat lady, as I have 5 furry little kitties that somehow my parents allowed to accumulate over the years. I also have one little dog, a Pomeranian mix, who may as well be a cat. It’s safe to say I love animals. Aside from animals and of course history, my other passion is music. I’ve spent over a decade of my life pursuing musical ventures, playing guitar for over 5 years and piano for over a decade. Most of my family is of European decent, including some cousins of mine who actually live in the heart of France, henceforth I started speaking the language at the age of 10 and continued to study it throughout school.
Inspired by many of the teachers I had in high school, and some of the professors have had throughout my college career my goal is to eventually become a high school history teacher. I want to be able to do what my teachers did and get kids to think about history from a different and fun perspective. I love being able to teach and explain the story of the past, what connects, and why it all matters. It would be absolutely incredible to be able to influence and encourage students to pursue history the way I was.
FOR IMMEDIATE RELEASE
Contact: Andrew Villani, (845) 575 – 3052, email@example.com
The Hudson River Valley Review Autumn 2015 issue
This eye-opening issue reminds us how much has changed in the last century: D. W. Griffith’s propagandist Birth of a Nation was released to commercial success in 1915; that same year, women lost their second attempt to win the right to vote in New York, and while not without their benefits, industrialization and urbanization were upsetting traditional rural livelihood and communities. However, our region has long been home to social reformers and freedom seekers. Two women who divided their time between Dutchess County and New York City sought to affect positive change in both locations. Our cover article recounts the role Eleanor Roosevelt tried to play in improving the lives of young farmers via the establishment of Val-Kill Industries. The next may introduce readers to Margaret Chanler Aldrich and her commitment to achieving women’s suffrage. Also inside you’ll find intriguing stories that shed welcome light on Catskill’s role in the Great Migration, the enduring legacy of Troy’s Great Fire of 1862, and the remains of a Revolutionary-era warship, along with book reviews and even a poem.
You can preview the issue and read the Regional History Forum, Book Reviews, and New and Noteworthy Books online at: http://www.hudsonrivervalley.org/review/.
The Hudson River Valley Review is available at select booksellers and museum giftshops throughout the region for $15.00 each. Subscriptions are available through the website at: http://www.hudsonrivervalley.org/review/subscribe.html, or by calling 845-575-3052. A one-year subscription (two issues) is $20.00, save even more by subscribing for two years at $35.00.
The Hudson River Valley Institute at Marist College is the center for the study and promotion of the Hudson River Valley, providing information about the region’s history, culture, economy, and environment, and educational resources to teachers, students, and others through www.hudsonrivervalley.org, public programming, and The Hudson River Valley Review. This biannual journal covers all aspects of regional history. All articles in The Hudson River Valley Review undergo peer analysis.
Articles in the Autumn 2015 issue:
Eleanor Roosevelt’s “Unexpected Pleasure” in Business Ownership: Her Role in Val-Kill Industries, Cynthia Krom
City and Country: Margaret Chanler Aldrich and the Space In-Between,
Lauren C. Santangelo
Warrenton to Catskill: A Story of The Great Migration,
Notes and Documents
“The Air was Full of Smoke and Cinders”—Troy’s Great Fire of 1862,
Stacy Pomeroy Draper
Finding the Remains of the Lady Washington: A Continental Army Warship Lost in the Hudson, Alexander Ryan
Regional History Forum:
Rescuing Boscobel, Emily Hope Lombardo
Regional Writing, New & Noteworthy titles, and full book reviews
Harold Holzer to speak at the Handel-Krom Lecture in Hudson River Valley History
(Poughkeepsie, Oct. 15, 2015) – The Hudson River Valley Institute will welcome Harold Holzer at its fourth annual Handel-Krom Lecture in Hudson River Valley History. Holzer is the chairman of the Abraham Lincoln Bicentennial Foundation, former Senior Vice President for Public Affairs at The Metropolitan Museum of Art, and expert on Abraham Lincoln and the Civil War era. The Lecture will take place on Thursday, October 15 at 7:00pm in the Nelly Goletti Theatre at Marist College after which a book signing will follow.
Holzer has served as author, co-author, or editor of fifty books on Abraham Lincoln and the Civil War period. In addition, he has written over 500 articles, published fifteen monographs, and contributed more than fifty other chapters and prefaces to various other pieces. His most recent works are President Lincoln Assassinated!! (2015) and Lincoln and the Power of the Press: The War for Public Opinion (2014), which received both the Gilder Lehrman Lincoln Prize and the Mark Lynton History Prize.
He has also received a number of other awards. Among them are prizes from the Freedom Foundation, the Manuscript Society of America, the Illinois State Historical Society, and a second-place Lincoln Prize for Lincoln at Cooper Union. He has earned further recognition in lifetime achievement awards from the Lincoln Groups of New York, Washington, Peekskill, Kansas City, and Detroit. Additionally, he has earned honorary degrees from nine different colleges and universities. Holzer was also honored with the National Humanities Medal in 2008 by President George W. Bush.
Holzer is a frequent lecturer across the nation, including such venues as the White House, the Library of Congress, and Ford’s Theatre. He also has contributed to broadcasts on the History Channel and C-SPAN as well as commentated on CBS, PBS, NBC, MSNBC, CNN, and the BBC.
The Handel-Krom Lecture Series in Hudson River Valley History was established through the dedicated effort and generosity of Bernard and Shirley Handel and LTC Gilbert A. Krom, U.S. Army, Retired, to encourage a knowledge and appreciation of the vibrant history of the Hudson River Valley as a vital region of America.
RSVP to 845-575-3052 or HRVI@marist.edu
The Worlds of Andrew Jackson Downing: A Bicentennial Celebration
Saturday, Oct. 24, 2015
Marist College Student Center
8:30 Registration, coffee and pastries
9:00 Morrison Heckscher, Fleischman Chair Emeritus, American Wing, Metropolitan Museum of Art, symposium chair
9:15 Introductory Remarks: Thomas Wermuth, Dean of the Faculty and Director, Hudson River Valley Institute, Marist College
9:25 Downing and American Culture: Aaron Sachs, Cornell University
10:05 Downing’s Newburgh: William Krattinger, New York State Office of Parks, Recreation & Historic Preservation
11:05 Downing and the American Home: Caren Yglesias, architect and author
11:45 lunch at Marist Student Center ($12.00 payable upon arrival, options will include brunch and dinner items)
1:00 Downing and the American Landscape: David Schuyler, Franklin & Marshall College
1:40 Matthew Vassar’s Springside: Harvey Flad, Professor of Geography Emeritus, Vassar College
2:20 Downing’s Legacy: The Careers of Calvert Vaux, and Frederick C. Withers: Francis R. Kowsky, SUNY Distinguished Professor Emeritus, Buffalo State College
3:20 The View from American Art: Downing’s Importance Into the Twentieth Century: Kerry Dean Carso, SUNY New Paltz
4:00 Concluding Remarks: J. Winthrop Aldrich, New York State Office of Historic Preservation, emeritus
Saturday’s program is free and open to the public; please RSVP to HRVI@marist.edu.
Lunch at the Marist College Dining Hall will be available for a fee;
please indicate if you plan to join us for lunch.
Morrison Heckscher is the Lawrence Fleischman Chair of the American Wing emeritus, Metropolitan Museum of Art.
Thomas Wermuth, Vice President for Academic Affairs and director of the Hudson River Valley Institute at Marist College, is author of Rip Van Winkle’s Neighbors: The Transformation of Rural Society in the Hudson River Valley, 1720-1850 (2001).
Aaron Sachs, associate professor of history at Cornell University, is author of The Humboldt Current: Nineteenth-Century Exploration and the Roots of American Environmentalism (2006) and Arcadian America: The Death and Life of an Environmental Tradition (2013).
William Krattinger, New York State Office of Parks, Recreation & Historic Preservation, is coordinator of the National Register for northern New York. He wrote the National Landmark designation nomination for A. J. Davis’s Dutch Reformed Church in Newburgh.
Caren Yglesias, an architect, is author of The Complete House and Grounds: Learning from Andrew Jackson Downing’s Domestic Architecture (2012) and teaches in the Department of Landscape Architecture at the Academy of Art University in San Francisco.
David Schuyler, Arthur and Katherine Shadek Professor of the Humanities and American Studies at Franklin & Marshall College, is author of Apostle of Taste: Andrew Jackson Downing, 1815-1852 (1996) and Sanctified Landscape: Writers, Artists, and the Hudson River Valley, 1820-1909 (2012), among other works.
Harvey Flad, Professor of Geography emeritus at Vassar College, is co-author, with Clyde Griffen, of Main Street to Mainframes: Landscape and Social Change in Poughkeepsie (2009). He has written extensively on Springside, Downing’s most intact landscape design.
Francis R. Kowsky, SUNY Distinguished Professor of the Fine Arts at Buffalo State College emeritus, is author of The Architecture of Frederick Clarke Withers and the Progress of the Gothic Revival in America after 1850 (1980), Country, Park & City: The Architecture and Life of Calvert Vaux (1998), and The Best Planned City in the World: Olmsted, Vaux, and the Buffalo Park System (2013).
Kerry Dean Carso, associate professor of Art History at SUNY New Paltz, is author of American Gothic Art and Architecture in the Age of Romantic Literature (2014) and is working on a second book, Landscapes of Nationalism: Garden and Park Architecture in America, 1776-1876.
- Winthrop Aldrich was for many years deputy commissioner for historic preservation in the New York State Office of Parks, Recreation & Historic Preservation.
Sunday, October 25, 2015
10:30 AM – Poughkeepsie
Walking Tour of Springside Landscape Restoration with Harvey Flad (Vassar College).
1:00 PM – Newburgh
In the Footsteps of Downing walking tour and talk. Newburgh Preservation Association and Calvert Vaux Preservation Alliance invite you to join Francis R. Kowsky (author of Country, Park and City: The Architecture and Life of Calvert Vaux and The Architecture of Frederick Clarke Withers and the Progress of the Gothic Revival in America after 1850), Alan Strauber (President and a Founder, Calvert Vaux Preservation Alliance) and Mary McTamaney, (City of Newburgh Historian), for a walking tour of historic Newburgh featuring sites designed by Downing, Vaux and Withers.
Attendees will first assemble at the Old City Courthouse and Newburgh Heritage Center, 123 Grand Street in the City of Newburgh for a brief talk and slideshow. Suggested donation is $20 per person to benefit the Newburgh Preservation Association and the Calvert Vaux Preservation Alliance.
firstname.lastname@example.org for more information.
Photo Courtesy of: Franklin D. Roosevelt Presidential Library and Museum
Becoming an educator is about finding balance within your classroom. In order to successfully reach out to your students, you must be able to find the balance between education and excitement. Once we lose our students due to lack of interest, it becomes very difficult to pull them back in.
As I spent the past few weeks at the Teaching the Hudson Valley 2015 Institute at the Franklin D. Roosevelt Presidential Library and Museum in Hyde Park, I began to question how to always keep my students interested in subjects that may come across as “boring” to them, such as history. I firmly believe boredom strikes as soon as children feel that they cannot relate to some of the events that occurred throughout history. But one thing that young students can relate to are peaked areas of interest, such as animals or various hobbies. As I strolled through the Presidential Library, I came across an exhibit of F.D.R.’s beloved companion, Fala. As I read the various descriptions of objects in the exhibit, it occurred to me that Fala is a great way to get children engaged in learning about Franklin D. Roosevelt and his legacy.
I came across The True Story of Fala in the New Deal Bookstore during the 2015 Teaching the Hudson Valley Summer Institute. As I scanned through the book, I noticed it was very detailed, with many high-quality, authentic photographs taken of Fala alongside many beautiful drawings. Also, I noted that the short length of a novel is great to keep the attention of a younger audience.
The book follows a timeline of Fala’s life, from when he was brought to F.D.R. by Margaret Suckley, better known as ‘Daisy,’ all the way to the First Washington Conference in 1941. It tells the true story of how Fala was not just given the role of ‘The Informer’ by the Secret Service, but how he had to earn it by being broken into his role of ‘Presidential Dog.’ It also documents the many journeys of F.D.R. during his Presidency with Fala by his side the whole way during some of the most important meetings of F.D.R.’s time in office.
To many, Fala was simply the faithful companion of F.D.R. However, Fala, too, had many admirers, some of whom even wrote him fan letters after he became a part of “Barkers for Britain,” which was created to collect supplies for the U.K. After, the fan letters started coming to him rapidly, some of which are featured in the Franklin D. Roosevelt Presidential Museum and Library in Hyde Park. As a treat to his fans, Fala would personally stamp the reply letter with his paw.
Over the years as F.D.R.’s fame skyrocketed, many famous figures would visit with the President at the White House or his home in Hyde Park. Of course, Fala was always right by his side entertaining everyone with his various tricks and his friendly personality. Within The True Story of Fala, we are able to see photographs of Fala’s time spent with some of the President’s infamous visitors of the White House and Springwood.
Courtesy of Black Dome Press and Wilderstein, The True Story of Fala provides all audiences with a different view of history. It provides detailed dialogue and a short length, factual novel to enthuse young readers of the subject, and high-quality photographs of what we now know to be the journey through the great legacy of Franklin D. Roosevelt. Lastly, courtesy of Margaret Suckley, we are lucky to know the true story of Fala.
My day at THV… July 28, 2015 –Emily Lombardo
Teaching the Hudson Valley (THV), launched in 2003 and with the mission of helping, “explore and share the region’s natural, historic, and cultural treasures with children and youth while fostering collaboration between schools and informal learning places such as museums, historic sites, and parks”. On the morning of July 28th museum personnel, students, educators (with varying specialties and grade level associations), individuals from libraries and history organizations, along with environmental societies and lifelong learners gathered in the Henry A. Wallace visitor and education center at the FDR Presidential Library and Museum.
The conference this year was titled, “Teaching for Engagement in the Hudson Valley, The Next 100 Years Depend on It: Discovering the tools to understanding culture, environment, and history.” The first day of the conference consisted of two keynote speakers (Philip Yenawine speaking on Visual Thinking Strategies, and Jimmy Karlan speaking on Plot Based Science Education). A variety of workshops were offered with topics including, Eleanor Roosevelt, Climate Change, Community Engagement, and Civic Literacy Projects. The collection of workshops allowed for diverse group of attendees to choose topics, which best related to their fields.
The first of the two keynote presentations for the day was given by Philip Yenawine, co-founder, Visual Thinking Strategies, and author of Key Art Terms for Beginners as well as his latest book titled Using Art to Deepen Learning Across School Disciplines. Visual Thinking Strategies (VTS) is a research based method (http://www.vtshome.org/pages/research) focused on teacher-facilitated discussions of art images. The strategy addresses the Common Core Standards of oral and written language literacy and visual literacy along with improving critical thinking skills. Yenawine provided the audience of learners with an example of how the strategy operates with the group acting ass students and he as the teacher. He displayed the following image on the projector and without giving the title or providing any background information, asking only the following prompt: “What’s going on in this picture?”
“David Johnson, “View from Garrison, West Point, New York,” 1870, oil on canvas, Dallas Museum of Art, The Patsy Lacy Griffith Collection, gift of Patsy Lacy Griffith by exchange, and General Acquisitions Fund, 2012.6”
The audience responded to the prompt with general responses such as serenity and comparing the image to the Hudson River Valley. After each response Yenawine challenged the individual participant to justify his or her response rather than simply confirming. The discussion was open ended and the audience developed a comfort level with the strategy. There was a sense of security and lack of pressure in that there was no wrong answer as long as an opinion could be supported with evidence. Yenawine concluded his discussion by asking for feedback and offering the following quote about the strategy: “You can’t learn to think unless you are allowed to do it.” The VTS strategy is already differentiated and learners are still active and engaged from their seats, offering natural engagement and scaffolding. The goal of the strategy is to develop critical thinking skills and for students to learn how to think. VTS can easily be adapted in a variety of subject areas, as a “do now”, a closure activity or a longer engagement activity during a lesson.
The workshop I attended in the first session of the day was, Community Engagement: Partnership and Participation led by Mary Liz Stewart a founder of the Underground Railroad History Project of the Capital Region, in Albany. Mary Liz Stewart began her presentation by displaying the following quote on the projector, “Learn the Past, Be the Present, Create the Future.” She told the group about how her dream of preservation added to the betterment of her community. The Stephen Myers residence in Albany, built in 1847, was restored in 2004 by the organization Stewart and her husband started. She told her audience the story of how she was captivated by the hidden history in her backyard and felt compelled and responsible to share the public history. She expressed the importance of being present within the community, sharing stories of asking and accepting volunteers of all ages that has improved the community and allowed the local youth to engage with a historic site. One example of community engagement was the student derived project to plant heritage gardens reflective of the original blueprint of the Johnson house in the lot adjacent to the Myers residence in Albany. The following is a link to the website associated with the organization and their youth outreach programs: http://undergroundrailroadhistory.org/youth-activities/
The second keynote speaker was Jimmy Karlan, director, Science Teacher Certification, Antioch New England, and senior project manager, Wild Treasures: Sustainability, Naturally, spoke on teaching science using a plot based method, with a talk entitled “Science Education Must Have a Plot!” Karlan compared this method to a PBL (Project Based Learning) strategy, by offering more questions than answers to students. After teaching the audience about this strategy he provided the following handout to breakdown the methodology.
After conveying the strategy Karlan had each table in the multipurpose room create our own plot based science idea, using an assigned grade level, and disciplinary core idea. The table I was seated at was responsible for creating a plot based science idea on energy for grades 3-5. As for someone without a higher education background in science I benefitted from the interactive discussion on how this strategy was adopted into a science curriculum. Upon reflection this strategy could be adapted into a variety of content areas to improve student engagement.
The Advocating for Social Change through Civil Literacy Projects workshop led by the enthusiastic Shira Eve Epstein, author and professor, Dept. of Secondary Education, City University of New York and author of Teaching Civic Literacy Projects: Students Engagement with Social Problem s, Grades 4-12. She discussed her experiences practicing the strategy along with sharing studies of other teachers who also adopted the strategy in their own classrooms. The strategy has three key phases: Phase 1 is problem identification, phase 2 is exploration and research of the selected problem, phase 3 is the action phase where students publicly address the problem seeking to ameliorate it. The idea is for students to choose a public problem or an issue that they feel effected by to address. Students then research and attempt to solve or go through the steps of the Civic Literacy Project model learning more about how to solve the particular problem addressed. The discussion was fascinating in the adaptability of the strategy and the student centered learning focus. The audience brought up the sensitivity of teaching controversial issues in the classroom as they may arise during this learning model. Epstein offered the following book on the subject as a helpful read to teachers who would like more information on teaching controversial or sensitive subjects in the classroom: Controversy in the Classroom by Diana Hess.
My experience this year at THV was overwhelmingly positive in that the information I gained was vast in its subject matter and detailed in their content depth. I enjoyed the variety of course options that allowed me to increase my knowledge that pertained to my individual interests as a future teacher. Locals, professionals, and learners would enjoy this experience and the resources and knowledge it provides.