Teach History » Technology In The Classroom

The Unsolved Mystery at Old North Church

Ben Edwards — Thu, 02 Dec 2010 04:25:24 +0000

Who doesn’t appreciate a good mystery – especially one that dates all the way back to the beginning of the American Revolution! On the evening of April 18, 1775, “a friend” of Paul Revere held two lanterns in the northwest window of Christ Church (Old North Church) steeple to signal patriots in Charlestown that the British troops were leaving Boston by water on their secret expedition to Lexington and Concord. One hundred years later, on April 18, 1875, Samuel Haskell Newman spoke before a large crowd at Old North Church giving his family’s account of that historic night and identifying his father, church sexton Robert Newman, as the man who displayed the lanterns. After that speech, Samuel Haskell Newman climbed 14 stories into the steeple and held two lanterns aloft just as he believed his father did a century earlier. One year later on July 20, 1876, a letter by Reverend John Lee Watson of Orange, New Jersey, appeared in a newspaper called the Boston Daily Advertiser. In the letter, which he entitled, Paul Revere’s Signal: The True Story of the Signal Lanterns in Christ Church, Boston, Watson argued that his relative Captain John Pulling, a member of the church vestry, had actually held the lanterns in the steeple window and not Robert Newman.

These competing tales were addressed in an excellent lecture I attended this fall at Old South Meeting House given by Old North Foundation historian and Education Director Bob Damon. At the beginning of his talk, which was part of the Paul Revere Memorial Association Lecture Series One Hundred and Fifty Years of “Paul Revere’s Ride”: Facts, Fables and Fiction, Bob shared a unique image. It was a picture from 1875 showing a close up of Old North Church all decorated for the first lantern ceremony – the one that Samuel Haskell Newman spoke at. Later, I spotted a stereograph of that image in this post from John Bell’s great blog Boston 1775. I became motivated to see if I might track down an original copy of the picture for my own collection. As luck would have it, I was able to find not only that photograph, in stereographic form, but also a second showing the entire church as well as an 1875 illustration from a newspaper called Gleason’s Pictorial that features people in period attire admiring the decorated building. (All three of these items have since been donated to the Old North Church.) In each image, on the front of the church, we see a beautiful rendering of a lone patriot displaying two lanterns. The question posed to the audience at the beginning of the lecture was, “Who is this man?”

All wondered – what evidence did Samuel Haskell Newman and John Lee Watson have to support their claims that the man holding those lanterns was either Robert Newman or Captain John Pulling? Bob Damon presented their cases. Both men had strongly held beliefs, much of it based on family tradition. Newman’s took the form of the remembrances of family members, among them Mrs. Sally Chittenden the granddaughter of John Newman, brother of Robert. She recalled hearing how her relative Robert Newman displayed the signal lanterns on that fateful night. Newman was jailed for a time by the British for his suspected involvement and his relations were well aware of that fact. Watson’s family story came down from his mother, aunt, and Miss Mary Orne Jenks, the granddaughter of Captain John Pulling. Miss Jenks stated, “The story of the lanterns I heard from my earliest childhood from my mother and from my step-grandmother, and I never supposed there could be a doubt of its truth. I know he (Captain John Pulling) held the lanterns on that night, but how can I prove it after all these years?” Additional information would come to light and be published after Samuel Haskell Newman’s speech at Old North on April 18, 1875 and John Lee Watson’s letter to the Boston Daily Advertiser on July 20, 1876 to support both their positions.

On November 9, 1876, during a monthly meeting of the Massachusetts Historical Society, Recording Secretary Charles Deane passed on correspondence from John Lee Watson that further backed the case for Captain John Pulling and offered evidence that Christ Church was the location from which the lanterns were displayed (not the Old North Meeting House as some believed). In 1878, a book authored by William W. Wheildon entitled History of Paul Revere’s Signal Lanterns, April 18, 1775, in the Steeple of the North Church contained multiple testimonials supporting Newman’s side of the argument and also made an effort to discount Watson’s claims regarding Captain John Pulling. Two of the testimonials were the words of Mary B. Swift, granddaughter of Colonel Conant, and Maria Green, granddaughter of Thomas Barnard. Below are more complete quotes from these individuals or their relations as they appear in another pertinent book on this topic Robert Newman, His Life and Letters 1752-1804 by Robert Newman Sheets.

“My mother, 84 years of age, now living at 7 Bowdoin Square, is the granddaughter of Col. Conant with who Paul Revere consulted on the Sunday prior to the lantern signaling from the spire of Christ Church. She resided at the north end in her youth, and informs me that the hanging out of the lanterns was then a common subject of remark, that it was always spoken of as the act of the sexton of Christ Church, and that not till Mr. J L Watson’s statement in the Boston Advertiser of the 20^th inst, did she ever hear of the act being attributed to any other person than that Sexton.”

Respectfully yours,

Wm C Swift

“I hereby certify that I am the daughter of William Green who lived in Boston at the North End near Christ Church which I have always heard called the North Church. My grandparents also resided there. I was born in the year 1793. I have heard many times from my mother the account of the signal lights displayed from the steeple of Christ Church on the night of the 18^th April 1775 and I distinctly remember that she said her father Capt Thomas Barnard was engaged on that night watching the movements of the British in order to obtain for Robert Newman the necessary information concerning their departure. Our family were familiar with the story of the hanging out of the lanterns owing to the connection of Capt Thomas Barnard with it, and we never heard the act ascribed to any other person than Robert Newman, or to any other place than Christ Church.”

Lincoln, April 7, 1877

Maria Green

In 1880, a book entitled “Paul Revere’s Signal: The True Story of the Signal Lanterns in Christ Church, Boston by John Lee Watson was published. Retaining the same name as Mr. Watson’s original letter to the Boston Daily Advertiser, it made an effort to refute the evidence supporting Robert Newman in Mr. Wheildon’s book, and again made the case for Captain John Pulling. The book includes a letter from the Reverend Henry F. Lane, the great grandson of Captain Pulling, written to the editors of a Boston newspaper on July 22, 1876. A portion of that letter appears below:

“Who Signalled Paul Revere.”

Malone, July 22, 1876.

To the Editors of the Boston Journal:–

“Under this caption in your evening edition of Friday I learn that a correspondent of the advertiser from Orange, N.J., answers the question by giving the name of John Pulling.

John Pulling was the grandfather of my mother, the late Mrs. Charles Lane, jr. of Boston. The wife of John Pulling, my mother’s grandmother, died in Abington, Mass., about thirty years ago, in her 99^th year.

When I was a lad, I remember distinctly hearing from her that her husband hung the lights from the steeple of the Old North Church, to give the alarm to the country people. His residence at the time was on the corner of what was then called Ann and Cross streets. The British, at the time, made diligent search for him, and I have heard my great-grandmother give a very vivid description of their searching the house to find him, and how he avoided capture by her concealing him under an empty wine-but in the cellar. He escaped with her from Boston in a small skiff, while the British had possession, by disguising himself as a fisherman…”

Henry F. Lane,

Pastor First Baptist Church, Malone, N.Y.

As the final evidence for each side was presented, and the lecture drew to a close, the audience was again posed the question, “Who is this man?” We were left to ponder – was it church sexton Robert Newman who displayed the lanterns, Captain John Pulling, or perhaps both men working together? That determination would come for each of us after our own careful review of the evidence. For me, it is mysteries like this that make history so intriguing. We may never locate one definitive document that points to Newman, Pulling or both, but what we do have is two men, two patriots forever linked in the annals of American history whose stories present today’s educators with a unique opportunity. Old North Church offers an outstanding school program that addresses this captivating event. It is called, “Who Hung the Lanterns in the Old North Steeple? A History Mystery.” Students use clues to formulate their own vision of what took place at Old North over 235 years ago. For teachers looking for ways to integrate technology into their social studies curriculum, this educator-led field trip is the ideal subject for a digital storytelling project! More details below:

Who Hung the Lanterns in the Old North Steeple?
A History Mystery

Grades 3-8
Program length: 1.5 hours
Cost: $5 per student
Group size: From 25 students (or 1 class) to entire middle school grades!
Program offered: September – Mid June

This exciting program is an educator-led field trip where students use historical documents, grave markers in nearby Copp’s Hill cemetery, and clues on the Old North Church campus to investigate the unsolved mystery of who hung the lanterns in the Old North steeple on the night of April 18, 1775. They gain an understanding of the historical research process and the importance of “sourcing” historical documents to assess their accuracy.

To learn more or to book this field trip:

Email: education@oldnorth.com
Schedule this program by completing this information sheet first and then phoning Old North at: (617) 523-6676 ext. 106.

Finally, I’d like to wrap up this post with a word of thanks to my friends at Old North Church. Over the past ten years, on a variety of different projects, I’ve had the opportunity to access parts of this historic site not open to the general public. This includes not one but three chances to climb to the top of the steeple for which I am very grateful. This was especially meaningful for me back in 2000 while working on my children’s book One April in Boston in which my ancestor Ben Edwards makes that same climb in this chapter with the guidance of Captain John Pulling. In that tale, I have Robert Newman displaying the lanterns on April 18, 1775 but after attending Bob Damon’s lecture, I feel it’s quite likely that Captain John Pulling provided Robert Newman with some degree of assistance inside the church tower.

A climb to the top of the steeple – in the footsteps of sexton Robert Newman, Captain John Pulling or both!

Image 1 | Image 2 | Image 3 | Image 4 | Image 5

Oldest known photograph of Christ Church (Old North) circa 1860.

Shortcut to this post: OldNorthMystery.com

Promoting this post: Teach History presents

Unique Private Tours of Historic Boston for Groups

Ben Edwards — Wed, 17 Mar 2010 02:24:45 +0000

Is your group, organization or family planning a trip to Boston in the near future?

Are you looking for a memorable way to see the historic sites at your own pace with a knowledgeable guide?

If the answer to these questions is “Yes” then the six-minute video below on my private tours of Historic Boston will be of great interest to you. As a children’s book author, Boston historian and tour guide, I’ve had the opportunity to introduce thousands of individuals from all over the country and all over the world to Boston’s remarkable history since 2004. Families, civic and corporate groups, and school groups have participated in my Walking Tours of Historic Boston. Read some of their testimonials.

What makes the private tours I offer the obvious choice for your group or family?

This is not your “typical” walking tour. You’ll walk from Boston Common to the North End and see 14 historic sites plus 4 hidden/secret spots as I share photographs, engravings, maps, artifacts, and original colonial newspapers from my personal collection.

Your private tour is truly “private”. Only your group or family will participate and the tour will go at a pace that’s comfortable for you. This personalized approach ensures that you get the most out of your tour experience – plenty of time for questions and the flexibility to stay longer at many of the sites.

Tours are customized to meet your specific needs. Additional tour options are available (see details and pricing below) that allow time for a lunch break at Faneuil Hall/Quincy Market; a visit inside the Paul Revere House; and a trip to Charlestown to tour USS Constitution and see the Bunker Hill Monument and Museum.

Private tour participants receive a free copy of the audio version of my children’s book One April in Boston on 3 CDs. One CD set is given per group while individuals receive free access to download the MP3 audio version. The book tells the tale of my early Boston ancestors and their connection to the Sons of Liberty and Paul Revere.

Along the tour route, you’ll appreciate my genuine passion and enthusiasm for Boston history. This stems in part from the fact that four generations of my Edwards ancestors lived in Boston from 1700 to 1852 and during the tour I truly walk in their footsteps. I also reveal fascinating, little-known stories about early Boston life passed down in my family for over 200 years.

Children in particular enjoy learning about my family’s connection to Paul Revere. My fourth great grandfather Benjamin Edwards was a 10-year-old orphan in April 1775 living right down the street from the Old North Church when the signal lanterns were shown from its steeple and Paul Revere made his Midnight Ride. Ben lived with his uncle, a member of the Sons of Liberty, and toward the end of the American Revolution his older sister Sally Edwards married silversmith Paul Revere Jr., firstborn son of the famous patriot.

Private Tour Options and Pricing

Regular Tour

Includes: 14 historic sites; the 3 CD set of One April in Boston plus unlimited downloads of the MP3 audio version. The tour lasts 2.5 hours.
Pricing: 10 people or less for a total fee of $160 – additional adults are $15 each and additional children (12 & under) are $12 each.
Book your tour today by calling 617-670-1888 or use this form.
Tours begin at 10 am on Boston Common – corner of Park and Tremont streets.
View a map of the tour route as it appeared in 1775.

Extended Tour Option 1

Includes: 14 historic sites; the 3 CD set of One April in Boston plus unlimited downloads of the MP3 audio version; time for a lunch break at Faneuil Hall/Quincy Market; time to tour inside the Paul Revere House (a small admission fee); and a wonderful audio download of Longfellow’s famous poem “Paul Revere’s Ride”. The tour lasts 3.5 hours including lunch.
Pricing: 10 people or less for a total fee of $200 – additional adults are $16 each and additional children (12 & under) are $13 each.
Tours begin at 10 am on Boston Common – corner of Park and Tremont streets.
Book your tour today by calling 617-670-1888 or use this form.

Extended Tour Option 2

Includes: 16 historic sites; all of the items listed in Option 1 plus a visit to Charlestown to tour the USS Constitution and see the Bunker Hill Monument and Museum. The tour lasts 5 hours including lunch.
Pricing: 10 people or less for a total fee of $260 – additional adults are $18 each and additional children (12 & under) are $15 each.
Tours begin at 10 am on Boston Common – corner of Park and Tremont streets.
Book your tour today by calling 617-670-1888 or use this form.

Tours/Field Trips and Pricing for School Groups – See the Innovative School Programs post below.

Learn more about your tour guide Ben Edwards.

Email your family and friends this link to my business card.

The video for private tours will be added soon. For now, you can get an excellent sense of what it’s like to work with me by viewing the six-minute video embedded below in the Innovative School Programs post.

Innovative School Programs Your Students will Love

March 16, 2010 by Ben Edwards

Are you a grade school social studies teacher looking for programs and tools that can help you move far beyond traditional textbooks to truly excite, motivate and inspire your Colonial American history students?

Are you interested in accomplishing this even if you have little or no budget?

If the answer to these questions is “Yes” then the six-minute video below will be of great interest to you. It introduces some of the innovative school programs and tools for teachers I’ve developed over the past six years including Boston field trips, school author visits and a blog dedicated to educators of Colonial American history. As a children’s book author, Boston historian and tour guide, I’ve had the opportunity to work with thousands of students and hundreds of teachers in Grades 3-6 throughout New England since 2004. During Boston field trips, I walk in the footsteps of my early Boston ancestors and introduce students to Revolutionary Boston with the aid of photographs, engravings, maps and original colonial newspapers from my personal collection. During school author visits, I discuss my book One April in Boston; teach students about the events that led up to the American Revolution; and discuss the book’s underlying theme of goal setting for children. Every student participating in these programs receives the MP3 audio version of my book for free. Those taking the Combination Tour or attending a school author visit also get a bonus audio download of Longfellow’s poem “Paul Revere’s Ride” – both mentioned in the video.

Perhaps the greatest tool I’ve created for teachers is one that’s absolutely Free – the Teach History blog. This resource, which has proven tremendously popular with technology loving students, contains interactive articles, audio podcasts, and YouTube videos that focus on Colonial American history and Boston history. Many of the articles contain links to rare primary source materials I’ve collected over the past 15 years.

Tours/Field Trips and Pricing for School Groups

Sons of Liberty Tour

On this tour you will be introduced to early Boston and walk in the footsteps of some of its most distinguished citizens including Benjamin Franklin, John Hancock, Samuel Adams and Paul Revere. You’ll learn more about the patriot cause, the story of their secret organization, and the events that led up to the American Revolution.

Along the route, you will see the Massachusetts State House, Boston Common, Park Street Church, Granary Burying Ground, King’s Chapel Burying Ground, King’s Chapel, Old Corner Bookstore Building, Old South Meeting House, Old State House, Site of the Boston Massacre, Faneuil Hall and 3 hidden/secret spots. Learn more about these sites.

Tour length: 90 minutes (10 am-11:30 am)

Pricing:

Children (12 & under) $9
Adults $11
(One free chaperone for every 10 students)

Book your tour today by calling 617-670-1888 or use this form.

Paul Revere’s North End Tour

On this tour you will retrace the footsteps of 10-year-old Ben Edwards, my direct ancestor, and many of the other people in One April in Boston. Young Ben lived right down the street from the Old North Church in April 1775. You will learn more about the events of April 18-19, 1775 including the lantern signal from the steeple of Old North and Paul Revere’s Midnight Ride. Longfellow’s poem that made Revere famous will also be discussed.

You will see the Old State House, Faneuil Hall, Paul Revere House, Old North Church, Copp’s Hill Burying Ground and 2 hidden/secret spots. Learn more about these sites.

Tour length: 90 minutes (10 am-11:30 am or 12:30 pm-2 pm)

Pricing:

Children (12 & under) $9
Adults $11
(One free chaperone for every 10 students)

Book your tour today by calling 617-670-1888 or use this form.

The Combination Tour

This economical tour is our most popular. It combines the Sons of Liberty Tour and Paul Revere’s North End Tour with a lunch break in between at historic Faneuil Hall/Quincy Market.

Tour length: 3 hours with a break for lunch (10 am-2 pm)

View a map of the tour route as it appeared in 1775.

Pricing:

Children (12 & under) $11
Adults $13
(One free chaperone for every 10 students)

Book your tour today by calling 617-670-1888 or use this form.

School Author Visits

My classroom presentations, highly praised by teachers, are interactive, educational, inspirational and fun! I discuss my book One April in Boston and share a copy of the print version with every student. Students meet the characters in the story including 10-year-old Ben Edwards, my direct ancestor, learn about their lives and the events that led up to the American Revolution. Special focus is given to the Sons of Liberty and their fight against British taxation, and Paul Revere’s Midnight Ride.

One April in Boston is the story of an American family and a very special gift that was passed down from generation to generation. This “gift of the spyglass” is given to each child who reads the book and listens to the presentation. Through the story, children learn the value of setting a goal for the future, developing a plan, working hard and never giving up on their dreams. Just like the main character in the book, each child realizes that by utilizing this strategy they can truly be “anything they set their minds to be.”

Students learn about the goals I had when I was their age and read the first book I wrote about Boston history at age 10. They see how taking small steps, even at a young age, can move them closer to their own goals.

Pricing:

$175 for a one-hour classroom presentation
Minimum of 4 classroom presentations per school visit
Travel fees (40 cents per mile) apply to schools outside a 30-mile radius of Boston

Video link: Innovative School Programs on History (embedded above)

Teachers: Are You Engaging AND Empowering Your Students?

Ben Edwards — Wed, 23 Dec 2009 03:06:53 +0000

In this month’s issue of Principal Leadership, a publication of the National Association of Secondary School Principals (NASSP), Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia, Pennsylvania, authors an excellent article called Shifting Ground. In the piece, Mr. Lehmann notes that students today have fully embraced technology and now it is time for schools to empower them to use it for learning. Facebook, text messaging, YouTube, blogging, Twitter and the list goes on, are all far more popular with students than textbooks and lectures these days, but are teachers and administrators truly grasping the full impact of this technological shift? The article mentions that although many schools have integrated 21st century tools, in many there hasn’t been a change in the way students learn. Tools like interactive whiteboards are obviously much more engaging for students and certainly more functional for teachers than traditional chalkboards, and students will learn better as a result, but why stop there the article asks. Mr. Lehmann challenges schools to set the bar for themselves far higher, noting that they should strive for student empowerment. By this he means having students take the skills they learn in the classroom and “apply them to ends of their own creation”. With all the technological/social networking tools at their disposal, students can collaborate, conduct their own research and network effectively. With the information they have gathered, students can then create videos, podcasts, write blog entries, work together on a wiki and so much more. Author Chris Lehmann speaks to us in his role as a high school principal, but I view much of what he says as quite applicable for the middle school level as well.

In the article Mr. Lehmann gives examples of real-world learning projects his students have been involved in as well as how they have used Twitter to connect with the wider world and stay in touch with educators who have visited the school. He notes that social networking has “changed the landscape of society” and that educators must not only be aware of and embrace social networking tools but also teach students how they can utilize them for academic networking as well. The article concludes by recognizing the challenges that teachers, students and administrators face as schools race to keep up with the changes in society. The author notes that although these changes are difficult, they provide an opportunity for schools to rethink what they can truly be. “In the end,” he states “it is time to stop thinking of school as preparation for real life and instead show students that the time they spend in school can be a vital and enriching part of their very real and very important lives.” To learn more about the National Association of Secondary School Principals, and how you can receive copies of their publication Principal Leadership as a benefit of membership, visit their website: principals.org.

The insightful video below entitled “Learning to Change – Changing to Learn” features numerous educators who have reached the same conclusion about the future of 21st century education as the author featured in this blog post . The video was produced by the Consortium for School Networking (CoSN), the premier professional association for school district technology leaders. To learn more about this organization, as well as the benefits of membership, visit their website: cosn.org.

Video link: Learning to Change-Changing to Learn (embedded above)

Covering the Annual Boston Tea Party Reenactment on Twitter

Ben Edwards — Wed, 16 Dec 2009 00:56:02 +0000

Last Sunday I attended the annual reenactment of the Boston Tea Party at Old South Meeting House celebrating the 236th Anniversary of the event. I decided to cover it using some of the latest technology available to any 21st century correspondent these days – with mobile device in hand (in my case an iPhone) I would be sending tweets on Twitter using TweetDeck as the events unfolded. My Twitter handle @bostonhistory seemed appropriate for the assignment. I couldn’t help but wonder what it would be like to step back in time and discuss these modern communication tools with patriot printers like Benjamin Edes and Isaiah Thomas. I’m sure they would both think I had taken leave of my senses and ask me to follow them back to their respective print shops – the Boston Gazette and the Massachusetts Spy – so I might help set type by hand so everyone could learn the news “as quickly as possible” about the events that took place in Boston on December 16, 1773. Well, I digress…back to the present day. It was a rainy night in Boston on Sunday but that didn’t prevent a large crowd from gathering at Old South. This “meeting of the people of Boston and the neighboring towns” was completely Sold Out with over 600 in attendance including some 70 reenactors. (At the original meeting over 5,000 people, 1/3 of Boston’s population, gathered both inside Old South and in the area surrounding the building.) The performance by Old South’s Tea Party Players was outstanding. The reenactors, dressed in correct period attire, were mixed in with audience members throughout the meeting house and each and every one had a particular role to play.

The reenactment of the meeting was called to order by Mr. Samuel Savage, a gentleman of the Town of Weston, who was chosen as moderator. The first of the three tea ships, the Dartmouth, had been in Boston since late November and its cargo still remained on board. A tax had to be paid the moment the tea was landed and if the duty was not paid within 20 days of the ship’s arrival, it would be seized by British customs officials. For weeks, the colonists held mass meetings and tried to prevent the tea from being unloaded, even stationing guards around the ships. They sought a peaceful resolution – have the tea ships return to England with their cargo. Up to this point, all their requests had been denied. The meeting’s moderator asked Mr. Francis Rotch, owner of the Dartmouth, to seek a pass from Governor Hutchinson so his ship might return to England with its cargo. Mr. Rotch left for Governor Hutchinson’s country home in Milton and as the crowd awaited his return and the governor’s reply, a debate ensued and I began my work as a Twitter correspondent.

Audience members were given the opportunity to participate in the debate. In the program for the evening, everyone received a slip of paper, color-coded for either a patriot or a loyalist, and containing words that people attending the original meeting and supporting that particular side of the debate might have spoken. People of all ages stepped up to microphones placed throughout the hall as Mr. Samuel Savage moderated the debate. Here are a few of the 24 tweets I sent during the event: “Doctor Joseph Warren speaks out against the tea tax.”; “Loyalists speak out – 3 pence a pound is a paltry sum to pay.”; “William Health says patriots are traitors to the crown.”; “Patriot – the tea tax is an insult to the citizens of Boston.”; “Loyalist – we must pay for the French and Indian War debt.”; “Patriot – I will continue to wear only homespun clothes and drink Liberty tea, huzzah!”; “Loyalist – we might be speaking French if not for the King. Fi!”; “Patriot – we should have the right to tax ourselves and keep it in the colonies.” A motion was made from the chair that the tea not be landed and a short time later, Mr. Francis Rotch returned with Governor Hutchinson’s answer. The Governor would not grant a pass for the Dartmouth, the tea must be landed and the tax paid. At that very moment, patriot leader Samuel Adams stood up and said “This meeting can do nothing more to save the country.” It was a secret signal for the Sons of Liberty to act.

The lights dimmed in Old South Meeting House and the “destruction of the tea” was played out in fine theatrical fashion. Men thinly disguised as “Mohawks” or “Indians” resembled their period counterparts who at the actual event were covered with blankets or ragged clothing with their faces smeared with lampblack or soot. The reenactors depicted how the tea was dumped into the sea, while a narrator filled the audience in on all the details including an interesting tale of an individual who tried to pocket some of the loose tea and how he was dealt with by the patriots. On the evening of December 16, 1773, in less than four hours, a party of patriots dumped 342 chest of East India Company tea into Boston Harbor in a protest against British taxation that John Adams called “so bold, so daring, so firm, intrepid and inflexible, and it must have so important Consequences, and so lasting, that I can’t but consider it an Epocha in History.” As the lights came back up in the Old South Meeting House and the audience expressed its appreciation for a wonderful production, I thought of one individual likely in attendance at the original meeting 236 years ago – my ancestor Alexander Edwards a member of the Sons of Liberty. Old South’s Tea Party Players truly helped me picture what his experience might have been like.

The 236th Anniversary Boston Tea Party Annual Reenactment was sponsored by Salada Tea – offering some exciting new flavors of green tea – and The Liberty Hotel located in the Beacon Hill section of Boston. Teachers: Visit the Old South Meeting House website to learn more about the Boston Tea Party and their great school programs including the very popular Tea is Brewing.

Idea Starter: Sign the Declaration of Independence

Ben Edwards — Thu, 12 Nov 2009 01:04:06 +0000

Teachers are always looking for great idea starters that can help them formulate better and more interesting lesson plans. Today’s idea starter uses modern technology to do the impossible – it enables your students to sign the Declaration of Independence. Before they actually sign and print their own personal copy of the document, it is important that students understand more about its history and the risks the original 56 signers took when they affixed their own signatures. All of this is possible thanks to the Charters of Freedom Exhibit online at the National Archives website. Here you can download high resolution versions of the Declaration of Independence, The Constitution and The Bill of Rights and get a better understanding of these all important American documents. There is a wonderful link called The Declaration of Independence: A History that contains information on where the document has traveled over the course of its lifetime, how it was copied and how it is preserved today. Also, be sure to visit the Declaration Timeline. You can learn more about the signers of the Declaration at the Signers Gallery and while you’re there, don’t miss the Signers Fact Sheet (PDF). There is also an excellent Declaration Facts link and not surprisingly, with the popularity of the movie National Treasure, the first question asked and answered there is “Is anything written on the back of the Declaration of Independence?” The answer to that question is Yes – more on that below.

In order for your students to sign the Declaration, have them click on the “sign the Declaration of Independence” link above. They will need to choose a printer type (color or black and white), and after a brief on screen introduction students can select the quill pen they prefer (each produces a different style of writing). Then have each student type their name into the box provided and click the Submit button. Now the most important part of all – up on the screen comes the following message: “Are you sure you want to sign the Declaration of Independence? If you had been a member of the Second Continental Congress in 1776, you were a rebel and considered a traitor by the King. You knew that a reward had been posted for the capture of certain prominent rebel leaders and the largest British armada ever assembled was just outside New York harbor. Affixing your name to the document meant that you pledged your life, your fortune, and your sacred honor to the cause of freedom.” In order for your students to get a better feel for the pressure the members of the Second Continental Congress were feeling, view the video below called John Adams – Declaration of Independence from the HBO miniseries John Adams.

If your students elect to sign, each will view their own signature along with all the other signers on the Declaration of Independence. When they print the document, the following will appear along the bottom: “This image comes from William J. Stone’s 1823 copper plate engraving produced by direct impression from the original Declaration itself.” To learn more about the Stone engraving of the Declaration and see an original copy from 1823 view the video below called The Declaration of Independence – July 4, 1776. The video features author, public speaker, and historic document and manuscript collector Stan Klos and items from his Rebels with a Vision exhibit. In this excellent video you will learn how the Stone engraving was produced and how long it took William J. Stone to engrave the copper plate. Your students will be stunned by the answer. Before I wrap up this post, let’s return to the back of the Declaration of Independence. The National Archives website tells us what is on the back – the words “Original Declaration of Independence dated 4th July 1776”. I still cling to the hope that there is an invisible treasure map though – how about you? With that hope in mind, a link to the National Treasure trailer is listed below.

Video link: John Adams – Declaration of Independence (embedded above)

Video link: The Declaration of Independence – July 4, 1776

Video link: National Treasure Trailer

Technology and the Role of School Administrators

Ben Edwards — Fri, 30 Oct 2009 02:45:32 +0000

My previous post focused on motivating teachers to take the initiative and embrace the use of technology in the classroom. To be fair to my teaching friends, the responsibility for embracing and integrating technology into K-12 classrooms is certainly more than yours alone, it is shared equally by your school’s administration. In a recent tech article on the Education World website, technology consultant Cathy Chamberlain explains what a difference it makes when the principal and other school administrators are on board. Cathy notes, “In my experience, technology integration is highest in buildings in which the principal is involved and excited about technology and its possibilities and is lowest in buildings in which the principal doesn’t demonstrate technology use while encouraging others to use it too. Modeling technology usage is key if administrators want teachers to play an active role in technology integration.” This concept of modeling technology is outlined further in the article.

Many of you may be familiar with author, educator and consultant Will Richardson. Will was a classroom teacher for over 20 years who integrated blogs, RSS and Internet based technologies into his courses for over four years. For the past three years he has spoken to and worked with thousands of educators around the world on the benefits of “The Read/Write Web” (Web 2.0). In the video below called Challenges for Educational Administrators, Will discusses the role of school administrators in Twenty-first Century education. He explains that educational administrators’ active participation in the very technology they seek to integrate into their schools is important, as is developing a collected vision / long term plan with the input of teachers, parents and other vital members of the community. This will enable organized systemic change as schools make the shift from a traditional “teaching culture” to a more collaborative “learning culture”.

Will Richardson is the author of the highly praised Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. The book’s companion DVD will be released soon and, when it is, Teach History will feature a post on this much awaited product.

Teachers Who Embrace Technology Change Lives

Ben Edwards — Tue, 27 Oct 2009 02:28:52 +0000

If we educate Twenty-first Century students utilizing only late Twentieth Century teaching methods, I believe we are doing them a great disservice. In the K-12 classroom and beyond we must foster in our students better creative thinking, communication, collaboration and problem solving skills to properly prepare them for a world and workplace where these attributes are in high demand. Students love technology – it’s obvious. Outside of school they immerse themselves in the internet, social networking, computer gaming and a myriad of digital devices. Today’s K-12 teachers can utilize this same technology to keep their students fully engaged and make them enthusiastic about the learning process. The “second generation of Internet-based services” known as Web 2.0 has given teachers the opportunity to make use of tools like blogs, microblogs (such as Twitter), wikis and more. Have you embraced this new technology or has a fear of that technology made you hesitate? At Teach History we’ll be providing tips and information on a consistent basis to help you integrate technology into your classroom.

Did you ever wonder what students would say if teachers actually asked them how they would prefer to be taught? Well now you can get their answers to that question thanks to the excellent article The 21st-Century Digital Learner by Marc Prensky and the remarkably moving video shown below called A Vision of K-12 Students Today written and produced by B. Nesbitt.

Teachers who embrace technology change lives. How many children will you help inspire today by teaching in a way they can relate to? How many students will you engage? How many lives will you change this school year?

Video link: A Vision of K-12 Students Today

The Benefits of Using Podcasting in The Classroom

Ben Edwards — Sun, 18 Oct 2009 01:05:58 +0000

Podcasting has been a popular method of delivering audio and video content over the internet for about the past 5 years. During this time, a growing number of teachers have embraced podcasts as an exciting way to make learning more effective and fun. Teachers have used this technology to record lectures or presentations that can be accessed by students at a later time. They have also used podcasting to record school performances and events for the benefit of students as well as their parents. Perhaps the most exciting use of this technology is its application in project-based learning. Students involved in creating podcasts must use higher levels of thinking and creativity as well as problem solving skills. They have the opportunity to use their imaginations by writing and acting out scripts while learning how to work with the technology itself.

The excellent video below reviews the benefits of podcasting from the perspective of teachers as well as students. It includes feedback from a social studies teacher and a middle school principal. Toward the end of the clip you will find links to video tutorials that can help teachers learn how to podcast in the classroom using either Garage Band or Audacity.

Smart Board Lesson From a Social Studies Teacher

Ben Edwards — Wed, 07 Oct 2009 19:43:55 +0000

Back in March of this year I had the opportunity to make an author visit to Leicester Memorial School in Leicester, Massachusetts. Every room was outfitted with a Smart Board and I heard rave reviews from the fifth grade teachers and their students. This was my first experience with electronic whiteboards and it really opened my eyes to the exciting future of classroom education. Smart Board is helping teachers rethink their approach to teaching. The options for imaginative lesson planning are vast. I saw firsthand how educators had instant access to a wide array of electronic resources and how this helped them to accommodate different learning styles. I was told the students showed increased motivation and enjoyed the interaction the technology offers. Today’s students are immersed in a world of electronic gadgets outside of school and they love it. It’s completely logical to utilize similar technologies in school to keep students fully engaged and make learning a lot more fun! That’s what Smart Board is doing for schools here in Massachusetts and across the country. Below are two videos that demonstrate how one Social Studies teacher is using Smart Board technology in his classroom.

Interactive Whiteboard Demonstration (as shown above)
Interactive Whiteboard Demonstration 2

Best Revolutionary History Blog: Boston 1775

Ben Edwards — Tue, 06 Oct 2009 18:32:08 +0000

I’d like to make teachers aware of an outstanding online resource for information on New England just before, during, and after the Revolutionary War – the Boston 1775 blog. The blog is authored by J.L. Bell, a Massachusetts writer who specializes in the start of the American Revolution in and around Boston. J.L. has published scholarly papers and popular articles for both children and adults. His recent presentation “Gossiping about the Gores”, the story of one family from Colonial Boston, is archived by the WGBH Forum Network.

J.L. Bell is more than a writer who is passionate about history; he’s also a bit of a detective. Since 2006, the content on Boston 1775 has grown to over 1,300 posts, with many being the result of his exhaustive research into primary sources. Educators and all those passionate about history can truly spend hours on this blog learning information that will make them think about historical events in a different way. You’ll find numerous posts on Lexington and Concord, the Boston Massacre, Boston Tea Party, Bunker Hill and so much more.

Two posts I found particularly fascinating were on the myths and realities of the Quartering Act. Back in grade school I was taught that the Quartering Act forced Boston families to provide food and shelter for the King’s troops occupying the town. I had pictured colonists being required to open up their homes to soldiers without any payment in return or say in the matter. By reading posts at Boston 1775, I realized this was not the case. The Act only referred to shelter in “unoccupied” buildings and not inhabited ones.

Some Boston families did house British soldiers in their homes before the war but most did so due to economic necessity and were compensated for it in the form of rent. One example of this is the family of Old North Church sexton Robert Newman. Knowledge of the true nature of the Quartering Act came too late for me to catch a small Act related error on page 31 of my children’s book One April in Boston – but I guess that’s what second editions are for! It’s an example of what one can gain from reading Boston 1775, and ensures that today I’m conveying the correct information to the students I work with both on field trips and in the classroom. Thanks J.L. for all the time and effort you’ve invested in creating this important resource for educators and history buffs alike.