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https://usldhrecovery.uh.edu/exhibits/show/fighting-fascist-spain--the-ex

I involve students in different ways you can see in the exhibit itself! They read, translate, reflect, edit photos, edit citations, and more. I will now implement some of your fantastic ideas, thanks.

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Fighting Fascist Spain -- The Exhibits (FFSTE) contextualizes recovered U.S. Hispanic antifascist print culture in thematic areas: print culture, graphic art, communities, and theatre.

Director and Curator: Montse Feu

Archives: Arte Público Hispanic Historical Collection Database (EBSCO); Hispanic American Newspapers Database (Readex); Recovering the U.S. Hispanic Literary Heritage, University of Houston.

How to cite the project: Montse Feu. "Fighting Fascist Spain --The Exhibits." Recovering the US Hispanic Literary Heritage Digital Collections. http://usldhrecovery.uh.edu/exhibits/show/fighting-fascist-spain--the-ex. Accessed [DATE].

This site is for educational and research purposes only **FAIR USE** Copyright Disclaimer under section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, education, and research. Funded by: 2020 Grants-in-aid of the US Latino Digital Humanities (USLDH) program, 2021 FAST SHSU Award, and 2022 Pilot SHSU grant.

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Arte Público Press/Recovering the US Hispanic Literary Heritage

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Recovering the US Hispanic Literary Heritage ("Recovery") is an international program to locate, preserve and disseminate Hispanic culture of the United States in its written form since colonial times until 1960. The program has compiled a comprehensive bibliography of books, pamphlets, manuscripts and ephemera produced by Latinos.

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9:05-9:15→ Introduction to the archives

9:15-9:35→ Students work in pairs to analyze one illness/disease that is explored in a book (each book will have a label of the disease it covers), and then write about how they would STOP misinformation from spreading–they pretend their classmates are on a medical board and they have to present a public service announcement that will stop any misinformation from spreading (can be purely text, visual, or a combination of the two)–research the disease using your source, as well as any other primary or secondary source you can find online, and then write your elevator pitch for the PSA to present

9:35-9:55→ Presentations (each group gets 2 minutes) and group reflection

So....kind of a think-pair-share with a theatrical twist...

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For groups of fashion history students at a SLAC, I devised an activity that used the medieval manuscript illuminations at La Casa del Libro Museum in San Juan.

Students first had a couple of fashion history lectures on medieval European clothing, explaining how it changes across time. Then, students had the class at La Casa del Libro (1 hour).

1. Explain how to handle medieval manuscripts.
2. Handle the first few medieval illuminations, pointing out the clothing styles observed and giving approximate dates.
3. Divide them into pairs or small groups, and assign a few illuminations per group. Have them think about the following: What are the clothing pieces you can observe? What colours predominate? Are there any differences in the style of clothes worn by different characters in the illumination? What would they be? Are there clothing styles or items characteristic of specific periods? Try dating the clothing in the illuminations.
4. Have students rotate stations after 15 minutes.
5. Regroup and discuss their impressions

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Performing the ArchivesDevised Theatre Course 

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Performing the ArchivesDevised Theatre Course 

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Performing the Archives
Devised Theatre Course

Asks student to think about embodying archival materials as a way experiencing synthesizing the materials.

We project archival images on the screen and then students move their bodies in response

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This is a warmup exercise (5-10 minutes). Students are asked to point out qualities of the room, which often include:
- wood furniture
- great view
- secure door
- weird bookshelves

We discuss how these qualities are design choices that intentionally and unintentionally communicate how people should think and feel about their presence in the room. We acknowledge that students might feel nervous - and that this is not how we want them to feel! We point out that some of the design choices are meant to communicate how the space and it's resources are highly values.

The activity helps students warm up to analysis and lets them know that they'll be asked to speak up during the session.

(I might have lifted this from someone somewhere and I wish I knew if I did!)

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Deep reading of a photo + critical examination of metadata

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Deep reading of a photo + critical examination of metadata

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This photo depicts segregated shopping times in NC.  The metadata labels it as "happy."  How does this shape our perceptions of this time and place if we don't know the rest of the context?

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This worksheet is the online version of an assignment we usually do in-person with original medieval manuscript examples. By requiring students to watch the video lectures beforehand, we can spend the whole class actually working with the primary sources. You'll notice that this assignment focuses on material attributes of manuscripts (design, materials, etc.) rather than content, as this is for a first-year Art History course in which students don't have the language and paleography skills to read the content.

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What if I can't read it? (mini group project)

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What if I can't read it? (mini group project)

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Students view our cuneiform tablets. They post their questions and observations on post its on bigger (legal) size paper. Then we discuss what we observed and what we can answer.  Objective: show what we can analyze about primary sources even when we can't read what it says.
Students attempt to read a short cursive note (posted on our campus door when the Civil War ended). What can they make out? Is it as hard/easy as they thought? What if we treat it like a code? (We read it together.) Objective: showing that reading cursive and other "coded" writing is not impossible!
Usually used as an introductory 10-min group project (after welcoming them to the space). I've used it for both History classes and Ancient and Medieval Studies, with class sizes around 10-12 students.
(Stacy, OWU)

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Voices from Reidsville: the Guthrie V Evans Project Two course collaboration semester-long activity 

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Voices from Reidsville: the Guthrie V Evans Project Two course collaboration semester-long activity 

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Voices from Reidsville: the Guthrie V Evans Project
Two course collaboration semester-long activity

Courses involved: Devised Theatre course  and History course on Crime Punishment and Human Rights

History professor and I selected the GvE collection materials into 30 different voices. Each of the students in the history course received a character and a sheaf of documents related to that person.
Using guidelines for using archival materials to create devised theatre then wrote scenes from the perspective of one of the 30 people. We shared these scripts with the Devised Theatre course and they selected 3-4 stage.

The two classes met and the Theatre students performed the scripts followed by discussion  Courses:
Devised Theatre course
History course on Crime Punishment and Human Rights

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Working with Visual Imagery and Historic Overlays with Photogaphy-Graphic Design courses

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Working with Visual Imagery and Historic Overlays with Photogaphy-Graphic Design courses

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-Student's use fragments of Dominican University of California's signature collection of Ansel Adams photographic prints of campus, surrounding landscape, and the marin county area.
-These digitized fragments get merged with a photograph taken by the students at the exact location of angle taken by Ansel Adams.
-Using Adobe Photoshop, students will create a transition image of photograph to modern photograph that gets displayed in the University Library's art gallery.

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Exhibition Explorer Card Deck: Experiential Learning for Rhetorical and Critical Thinking

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Exhibition Explorer Card Deck: Experiential Learning for Rhetorical and Critical Thinking

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https://www.projectcora.org/assignment/exhibition-explorer-card-deck-experiential-learning-rhetorical-and-critical-thinking

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I like using sheet music ca. 1895-1910 which tend to have blatantly racist cover illustrations.  I ask the students to analyze what do they see.  Often the music has "minstrels" and I ask students whether the figures are African Americans or white people portraying stereotype African Americans (often they don't realize it's white people in blackface).  It's an uncomfortable topic but I think that's the reason why it's a good lesson.

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Wayback Machine: Born digital primary sources + thinking critically about online permanence

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Wayback Machine: Born digital primary sources + thinking critically about online permanence

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Visual Remixes of Special Collections materials for a Digital Art class

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Visual Remixes of Special Collections materials for a Digital Art class

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An entry level digital art class came to Special Collections to use our analog and digitized materials for three projects:

1) Students created original compositions featuring AT LEAST one digital item from Special Collections

2) Students had to use their digital art skills to alter a historic image in a way that was believable, but clearly fake (taught media literacy and digital art skills)

3) colorize a historical image

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Have students build a wardrobe and furnish a home with mail order catalogs

1 mail order catalog per student​

Sears and Roebuck or Montgomery Wards​

Same era (1930’s)​

Preferably full season catalogs​

Assign each student a profession and a salary​

Use the profession and salary to build a wardrobe, and any other essentials, for a comfortable living.

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·         African Politics class (Decolonization period) 2-session activity

·         Students Read Who Killed Hammarskjold by Susan Williams before visiting  special collections

o   The book looks at the events, issues, people, politics, narratives that surround the death of U.N. Secretary General Dag Hammarskjold [his plane crashed/was shot down in flight in Northern Rhodesia (now Zambia) in 1961]

o   In class, we create a “Murder Board” (a nod to police procedural novels and TX shows where the detectives create a board with suspects and information)

o   We ask students working in teams to jot down on post-it notes the names of everyone who was a source of evidence about this death as well those who had a stake in African politics at the time.  Each group puts up their post-its and then we discuss (duplication of voices/voices missing).

o   At next class we give students working in pairs materials from our collections that we have that connect to the Hammarskjold death and African politics at the time.

o   Teams report out on what they found and we decide whether to add these voices to the board and we talk about what kind of evidence we have for this—what we have a lot of what we’re missing.

o   We ask if any new insights or questions about this history are emerging. We also ask student to talk about what surprised them .

·         Objectives

o   help students to understand the lifecycle of records to understand the complexity  and contested nature of Hammarskjold’s death

o   Use diverse evidence to support assertions

o   Work effectively in teams

o   Practice revising opinions and ideas based on new evidence.

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I like taking 2-3 sources from different perspectives on a specific moment in time and working as a group to find the commonalities and differences

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Examples of Big Paper responses to "What are Archives" and "What does an Archivist do". 

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https://tntecharchives.omeka.net/exhibits/show/campusthenandnow

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Tennessee Technological University Archives and Special Collections

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Recreating Campus Scenes: Tennessee Tech’s Campus Then and Now · Tennessee Tech University Archives and Special Collections

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University Archives and Special Collections educates researchers and students about primary source materials, preservation, and researching in archives and special collections. We make collections available on site with some available digitally. We connect students, the community, and researchers to…

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Based on a summary + reproductions of primary sources:

students extrapolate what they think happened during a complex / challenging moment in history.

Then open a "reveal" packet and discuss what did happen and how that met their expectations.

Created to face challenging history such as:

Was there a nazi march on Cherokee Street in St. Louis, 1977?

Did the KKK “adopt-a-highway” in Missouri?

What happened when a teenager is confronted by hostile police?

Can a school newspaper be censored?

Additional resource link: https://tpscollective.org/guidelines-toolkit/ethically-teaching-primary-sources-that-reflect-histories-of-violence-hate-and-oppression/

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Annotating Secondary Sources with Primary Sources for Historical Storytelling

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Annotating Secondary Sources with Primary Sources for Historical Storytelling

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Start with accessible secondary source

Frame your story or biography, & discuss source as something used for research or historical storytelling

Distribute related* primary sources

Analyze with the purpose of adding to the narrative - either with details or questions

“Annotate” the secondary source with info & context gleaned from primary sources

Tell a new, broader story as a class/group/pair

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TPS Fest 2023 Unique Activities for TPS Session - Annotative Storytelling with Primary Sources 1 Blake Spitz Archivist bspitz@umass.edu

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Have a teaching with primary source activity that gets beyond document analysis, think-pair-share, or other common methods? Please share or leave questions on other posts!

If you are comfortable receiving questions about your activity, please leave your name or email.

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