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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide
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Colonial Williamsburg PPT Slide #7
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Colonial Williamsburg PPT Slide #10
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Colonial Williamsburg PPT Slide #12
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Colonial Williamsburg PPT Slide #14
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Colonial Williamsburg PPT Slide #15
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Colonial Williamsburg PPT Slide #16
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Colonial Williamsburg PPT Slide #17
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Colonial Williamsburg PPT Slide #18
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Theme/
Topic
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Title slide & authors
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Explanation of purpose
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Identification of Website
#2
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Explanation of Horton
article
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Explanation of Website
#1
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Slavery through the
eyes of whites
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Slavery through the eyes of slaves
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Interpretation of Colonial Williamsburg
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Interpretation of Common-Place
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Assessment of CP Site Navigation
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Assessment of CP Search Function
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Overall assessment of CP
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Summary of Key Points in Horton's
article
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Comparison of three major resources
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Summary and Comparison
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Statements of Individual Relevance
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Statements of Individual Relevance
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Bibliography
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Use of
Images on Slides
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N/A
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Broadside, "Great Sale
of Land, Negroes, Corn & Other Property." Dated Charleston, 24 November
1860. Courtesy of the Gilder Lehrman Collection, Pierpont Morgan Library.
http://www.common-place.org/vol-01/no-04/slavery/verdelle.shtml
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Images from Common-Place
used as illustrations
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Old Paris, played by
Robert C. Watson, awes children with tales that teach.
http://www.history.org/Almanack/life/Af_Amer/aalife.cfm
Contast between shackles and image (and caption)
of Old Paris [What lessons do his tales teach?]
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Image from Common-Place
used as illustrations |
John-Baptiste Paon's
portrait of General Lafayette accompanied by his orderly James Armistead.
Courtesy of the Lafayette College Museum, Easton, Pa.
http://www.common-place.org/vol-01/no-04/slavery/bontemps.shtml
Used to interrogate the notion of "noble savage"
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The Old Plantation . Courtesy
of the Abby Aldrich Rockefeller Folk Art Center, Williamsburg, Va.
http://www.common-place.org/vol-01/no-04/slavery/bontemps.shtml
Used as an illustration
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N/A
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N/A
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Images from Common-Place used to
present site navigation
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Images from Common-Place used to
critique search feature and site scope
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Images from Common-Place used to
describe site organization & audience.
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Photo of James Horton from Organization
of American Historians website
http://www.oah.org/about/execbd/
Used as illustration
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N/A
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Use of
Primary Resources
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Broadside used to
pose question "Is this what history was?"
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Quotation from Frederick Douglass
refers to emancipatory period
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Excerpts from Horton's article and
CW and Common-Place websites selected by students.
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Excerpts from Horton's article and
CW and Common-Place websites selected by students.
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Use of Secondary Resources
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Quotation from Peter Rachleff refers
to emancipatory period
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Excerpts from Horton's article and CW
and Common-Place websites selected by students.
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Excerpts from Horton's article and CW
and Common-Place websites selected by students.
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Historical
Interpretation
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Relies on "Seeing
Slavery: How paintings make words look different" by Alex Bontemps
http://www.common-place.org/vol-01/no-04/slavery/bontemps.shtml
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Relies on "Seeing
Slavery: How paintings make words look different" by Alex Bontemps
http://www.common-place.org/vol-01/no-04/slavery/bontemps.shtml
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No rationale or explanation offered by
students; no identification of individual students.
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No rationale or explanation offered by
students; no identification of individual students.
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Script from PPT Notes section
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"Our group is presenting
Colonial Williamsburg Vs. Common Place web site in relation to James
Horton’s article on “on-site” learning. We will be comparing
the two web sites in relation to accuracy, content and ability to relate
history to the visitor in an educational and interesting manner."
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"Listed in YAHOO as
friendlier than a scholarly journal, and more scholarly than a popular
magazine, this quarterly publication aims to explore and exchange research
and ideas about early U.S. history and culture."
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"Mr. Horton brought
to us the idea of education being brought to the public not only through
information but also by visiting the physical locations. This
with the idea of presenting the most accurate and stimulating information
to the visitors. As the main points are discussed by the importance
of learning history through physically being at the site. Most
Americans only care about issues that they are actively engaged in
so that connecting them to the time period is very difficult.
The primary documents of the time may be the only way for some people
not directly involved with the physical location to experience the past.
Mr. Horton can be applied directly to us with the use of correct or unblemished
facts about the lives and situations of people of the past. The past
and history should be presented in a manner to interest the reader and
make he or she ask why."
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"Located
in Virgin and on-line at history.org. This site can provide additional
info on facts and up coming special events from that time period.
The Williamsburg site gives us the impression of a quaint, small, harmless
slave community without all the cruelties that were experienced.
It was organized to the point of basic information until you wanted more
specific detail of an issue. The Extra features that are available to
the visitor can include options for teachers and lesson plans. Presentations
available to the visitor on the issues of the month in-addition to up
coming events for the family and children.The Good that we have found
for this site was located as you navigated throughout the sections which
were presented. One of these sections covered Carter's Grove where
the lives of the working slaves was portrayed. The Bad was found
to be completely glossed over by the site wanting to reach a larger majority
of the public
The “Pretty Ugly” we feel this is a site to
showcase its positives in the colonial era and leave out the mistreatment
of human life that occurred there."
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"This picture
portrays the idea of noble savage. Whites who did not want to believe
that slavery was wrong called African Americans noble servants rather
than slaves. This picture gives a false image of how slaves dressed.
When looking at this picture one might believe that African Americans
were treated equal to whites when in reality that was not the case."
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"Common-Place site explains that
“In order to survive in Early America blacks had to accept the self-denying
identity, Negro. Those who refused to do so did not survive. It was
that simple and that terrifying. The process was often a brutal one,
driven by physical violence and torture.” A quote from Peter J. Rachleff
of a former slave affirms that White America treated them as they had no
souls. “ We haven’t got our rights yet, but I expect we’re go’n to have
‘em soon….we’re men now, but when our masters had us we was only change in
their pockets.” Slaves had to perform their duties and jobs on the
plantation without their consent. A quote from Fredrick Douglass proves
this occurred. “A man’s troubles are always half disposed of when he finds
endurance the only alternative. I found myself here; not getting away; and
naught remained for me but to make the best of it.”
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"The site seemed to try to make
slavery better than what it was. As a group, we feel that glossing over
the facts only hurts our society!"
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"Navigation: It’s a bulletin
board! It’s tricky. Common Place is a large site full of content on a diverse
range of subjects concerning Early U.S. History.
Information: Depth, Breadth, OVERKILL"
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"Learning to Navigate Common Place
is tricky at first but becomes easier. Categories are in bold on
the homepage."
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"Common Place offers almost too
much information. Between back issues and the search engine itself
almost any topic on early American history is included on the database."
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"Common Place is a really a collage
of thoughts and ideas of different contributors to the site. Almost
anyone can contribute."
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"Reading the bullets."
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"Group 3 agreed that both websites
provided information that demonstrated views from Horton’s article regarding
the use of historical websites as a source of education. Colonial Williamsburg’s
website does a good job with presenting reader with just enough information
to touch base with various areas of focus such as Colonial people, style
of dress, customs, and architecture. This draws in a wide variety of people
with different interests. In contrast, Common-Place provides a great
deal of information on the topic of slavery and the presence of African
Americans in U.S history from psychological, sociological, intellectual
and historical perspectives. While this is helpful, it may prove to be
a bit overwhelming for the browsing reader who may be a little apprehensive
about the subject from the beginning. Horton suggests hands on learning
when teaching history to feel “connected to the past”. C.W offers a series
of role-play activities for students and teachers entitled “A Day in the
Life”. Common-Place does not contain role-playing options however strives
to achieve same effects by drawing readers in with colorful analogies and
vivid concepts. Problems with this style of writing, is that it tends to
make the viewer gain more of a one-sided approach to understanding history.
People may tend to accept such powerful narration as fact. Doesn’t widen
perspective but narrows it down through the essays’ persuasive narrations.
Both websites support Horton’s views that the information given by
historians should be presented in a way that provides thought-provoking
questions and inspires people to search for their own answers. In some
instances, Common-Place does provide information that encourages the reader
to challenge the opinions presented. Colonial Williamsburg had habit of
glossing over important aspects of slavery (i.e conditions of housing,
treatment of the slaves). Tended to accentuate the positive facts over
the negative facts, leaning more toward a one-sided view of this aspect
of history."
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"Through these 2 sites, we noticed
that neither website showed the true horror of slavery, although
they did give us some information and pictures that were new to us.
Common-place gave a more in-depth look and provided debated material that
raised questions. We can’t really come to the conclusion that one site
was better than the other because they both have negative and positive aspects."
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Use of
narration
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Follows script in PPT
notes.
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Follows script in
PPT notes.
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Uses bulleted points
as prompts for script.
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Uses bulleted points
as prompts for script.
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Script expands contradiction
between representation & reality of master-slave relations
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Uses bulleted points as prompts
for script.
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Narration much briefer than text
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Narration identified scope of site
and range of contributors
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Narration assesses ease of navigation
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Narration identified range of resources,
but complained that site offered "almost too much information"
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Follows script in PPT notes.
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Follows script in PPT notes.
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Narration amplified script
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Follows script in PPT notes.
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Narration identifed text as statements
that impacted students the most
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N/A
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N/A
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Narrator
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Chris
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Brett
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Chris
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Darla
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Amanda
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Amanda
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Amanda
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Brett
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Brett
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Brett
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Brett
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Darla
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Christina
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Jodi
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Jodi
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N/A
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N/A
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Transitions and Overall Coherence
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Other
observations
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