Other Programs for Teachers | Newberry

Other Programs for Teachers

Engraving by Abner Epstein. From The Fall of the house of Usher by Edgar Allan Poe (1931). Call number Wing folio ZP 983 .E464.

To aid Chicago’s efforts to mitigate the spread of COVID-19, Teacher and Student Programs will run virtual programs (via Zoom) for the duration of 2020-21. The library will regularly post operations updates to our COVID-19 update page.

In addition to ongoing programs, the Newberry is pleased to offer other professional development opportunities to Chicago-area teachers.

Fall 2020 & Spring 2021

Teaching Workshops on Race, Slavery, and Equality

During the summer seminar (Aug 10-12, 2020), participants read and discussed foundational primary documents from the early American period, including the Declaration of Independence, Notes on the State of Virginia, letters by Thomas Jefferson, and the US Constitution, to explore how they relate to themes of race, slavery, and equality. Other sessions extended into the nineteenth century and focused on writings by Frederick Douglass (Narrative of the Life and “What to the Slave is the Fourth of July?”), Abraham Lincoln (selected letters and speeches, including the Gettysburg Address), and Herman Melville (“Lee in the Capitol”).

The Spring and Fall Teaching Workshops will use the 2020 summer seminar as a jumping-off point for addressing best practices for teaching primary sources in a humanities classroom; teaching themes of race, slavery, and equality in historical sources; and designing curriculum based on themes from the Jack Miller Center/Newberry Library summer seminar for teachers. Special emphasis will be placed on adapting the material to teachers’ specific classroom needs, engaging students, and aligning to standards. The final session will focus on workshopping and assessing teacher’s developing lesson plans, units, and curriculum based the summer seminar’s topics of race, slavery, and equality in primary source documents. While new primary sources will be introduced, the materials from the summer sessions will be made available again to participants, to facilitate making connections between new material and the summer’s sources and discussions.

First priority for registration will be given to participants of the three-day summer seminar. Upon registration, participants will be asked to complete a survey, which will guide the seminar instructors in their seminar design.

Registration for the upcoming November workshop will open Wednesday, October 21. Applicants will receive confirmation or waitlist notifications on Wednesday, October 28.

Teaching Race and Equality: Primary Sources in the Classroom (Workshop 1 of 2)

Saturday, November 21, 2020 (Registration opens October 2020)

Morning Session (9:30am-12:30pm): Dr. Tikia K. Hamilton (Educational Consultant, Triple Ivy Writing and Educational Solutions, and Scholar-in-Residence at the Newberry Library)

This morning session will emphasize teaching primary sources, with special attention to issues of race, slavery, and equality in the framing of early American history. We will consider how these teaching frameworks can broaden classroom discussions to include not only the canonical figures of American history (Jefferson, Lincoln, Douglass, etc.), but also people of color, who actively contributed to political discourses during the colonial and antebellum eras. A brief lecture will begin the day, and will incorporate methodological frameworks that center multiculturalism and gender theory to consider multiple approaches to various texts, such as those penned by David Walker, Phyllis Wheatley, Benjamin Banneker, Sojourner Truth, Harriet Jacobs, and Maria Stewart. We will then discuss as a group possible approaches to classroom application.

Afternoon Session (1:30-3:30): Frank Valadez (Director, Division for Public Education, American Bar Association)

This afternoon session will use a workshop approach to developing curriculum resources, centered on primary source documents, that engage students in conversations about the ongoing history of our Constitutional and political system and their place in it. Breakout sessions will focus on ways to integrate historical sources as well as diverse forms of media—such as podcasts, video, or art—to help students investigate questions of race and equality in American history. The goal is for teachers to have, by the end of this seminar, potential resources and working lesson plans or activities to bring back to their classrooms.

Teaching Race, Slavery, and Equality: Classroom Applications (Workshop 2 of 2)

Saturday, April 24, 2021 (Registration opens March 2021)

Morning and Afternoon Sessions: Dr. Tikia K. Hamilton

This seminar will build on the previous sessions to include a broader range of perspectives during the antebellum years. Drawing from both her scholarly research and teaching experience, Dr. Hamilton will facilitate the discussion on the best practices for teaching primary sources, selecting primary sources for the classroom, and engaging in tough yet necessary class discussions related topics like race, slavery, and equality in the early American period and beyond. Dr. Hamilton will likely offer pre-assigned readings, which participants will draw upon during the session to foster group sharing and collaborative curriculum design.

Instructor Bios

Frank Valadez is the Director, Division for Public Education, at the American Bar Association. He has worked for 25 years in the field of humanities education, particularly in history and law-related education. He earned an MA in American History at the University of Illinois at Urbana-Champaign and a BA in History from Northwestern University.

Tikia K. Hamilton has extensive experience in the areas of teaching history. She earned her Ph.D. in History in 2015 from Princeton University, where she focused on Black efforts to achieve educational equality prior to Brown. Centering the experiences of Black women in her scholarship, she also earned a masters in African American Studies from Columbia University and a BA in History from Dartmouth College. She has taught at a number of independent schools in New York City, Washington, D.C., and Chicago, including most recently at the Latin School. Working as a consultant, she operates Triple Ivy Writing and Educational Solutions, is a Newberry Scholar-in-Residence, and currently teaches at Loyola University.

These seminars are cosponsored with the Jack Miller Center, in partnership with the Roosevelt University Montesquieu Forum, with generous support from the David Spadafora Program in American History.

Special Seminars

The Newberry periodically offers programs for teachers that are co-sponsored by another educational or cultural organization. These programs bring teachers to the Newberry to delve into a topic in a small group setting. As with other Newberry programs for teachers, scholars with active teaching and research interests in a particular field lead the seminar. Teachers have the opportunity to explore and discuss the latest scholarly research and explore ways to adapt this research for the classroom. Many of these programs also feature close interaction with the Newberry’s collection and provide participants with teaching resources to use and share with colleagues.

Teacher Programs staff will also work with individual schools or departments to develop seminars based on a topic or theme relevant to their specific professional development needs. In addition to discussion of the latest scholarship, participants explore how to implement ideas and materials from the seminar into their classroom teaching with colleagues from their school or department. The Newberry is pleased to offer the following programs in a half-day (3-hour) or full-day (5-hour) format.

The World of Dante

Dante Alighieri (1265-1321) is one of the most famous and influential authors in history. The Newberry’s rich collection of premodern Italian materials reveals the cultural forces and movements that shaped Dante’s experience, ultimately leading to the creation of some of the greatest works in the history of world literature. Devotional commonplace books, theological treatises, government documents, and textbooks reveal the religious, political, and intellectual world in which Dante lived, while richly illustrated manuscripts and early printed editions of Dante’s works give a sense of how his audiences received, shared, and interpreted his work.

The Crusades

This session will explore the world created by the series of international conflicts known collectively as the Crusades. Manuscripts, documents, and early printed books in the Newberry’s collection can introduce participants to the history, experience, and idea of crusading from the late eleventh through the mid-sixteenth century. Collection highlights such as sermons, papal indulgences, and devotional works help explain the religious motivations behind these movements, while chronicles, letters, and maps will help participants enter into the experience of crusading, from both a European and Muslim perspective. Other collection items, such as Crusade liturgy and sermons, illustrate the impact and meaning of the Crusades for those far away from the battlefields.

Premodern Globalization: Travel, Trade, and Contact in the Early Modern World

Between 1450 and 1700, the world became a bigger place. Travelers, traders, and conquerors built new economic, political, and religious connections throughout the world, creating a truly global system for the first time. This session introduces participants to the experiences of living in a world that was constantly and rapidly expanding. Participants will learn the stories of the indigenous peoples in the Americas, Africa, and Asia through pictorial wills, missionary manuscripts, and travel narratives, which collectively reveal what life in these regions was like before the brutal consequences of early modern globalization. Early modern maps and atlases track the gradual expansion of European culture throughout the world, while travel accounts and diaries provide a glimpse into how Europeans came to terms with lands and people that had previously been legendary, mysterious, or completely unknown.

Daily Life in Medieval/Early Modern Europe

Come learn about the day-to-day experience of individuals from all walks of life in Europe before 1789. The routines, expectations, and aspirations of everyone from nobles to ordinary peasants are preserved in the Newberry’s rich collection of medieval and early modern manuscripts, maps, and printed books. Explore primary sources such as administrative documents (charters, legal codes, maps), educational materials (textbooks, dictionaries, primers), and personal items (commonplace books, letters, prayer books) to understand how premodern Europeans worked, learned, worshiped, traveled, and more.

Othello and Racial Performance

How was racial difference constructed and performed in Shakespeare’s theater? As the critic Dympna Callaghan famously reminds us, “Othello was a white man.” In other words, because people of color were barred from self-representation on the Renaissance stage, white English actors impersonated blackness for the first two hundred years of Othello’s production history. In this session, we will study the historical contexts and material conditions of racial impersonation. How were racial prostheses and cosmetic ointments mobilized by white, male actors to represent marginalized groups on the Renaissance stage? What is the political import of racial performance, and how did the theater help consolidate oppressive structures of power? Participants will consider possible classroom applications of these questions. They will brainstorm ways to explore and critique, along with their students, contemporary modes of racial impersonation, including digital blackface and Hollywood casting patterns, as well as the values and limitations of competing casting models in theatrical performance (including race-blind productions and ensembles that feature all-black casts).

Women Writers in the Age of Shakespeare

Shakespeare wrote during a time that is often seen as a golden era of European literary culture: an age bursting with great “men of letters.” But men have never held a monopoly on the poetic arts. Even in Shakespeare’s time, women created fantastic, beautiful, heartbreaking, and hilarious literature. This custom program draws on the Newberry’s outstanding collection of sixteenth- and seventeenth-century texts—printed books, manuscripts, letters, pamphlets, and more—to give due credit to Renaissance women writers, and to prepare teachers to bring “Shakespeare’s sisters” front-and-center in their classrooms. We will spend time with the print and manuscript works of Lady Mary Wroth, a fearless author exiled from court after mocking high-ranking noblemen in her writing. We’ll get to know Margaret Cavendish, a philosopher-scientist-poet-playwright who wrote what has been described as world’s first science fiction novel. And we’ll examine the works of other women such as playwright Aphra Behn; professional poet Aemelia Lanyer; writer-queens Elizabeth I and Mary, Queen of Scots; and others. While we may occasionally put these authors in conversation with more “canonical” men, including Shakespeare, we will prioritize these women and their writing throughout the session.

Laughter and Tears: A History of American War Cartoons

American war-time cartoons provide an engaging and revealing way to understand the history of this country’s military conflicts. Cartoons document the soldier’s experience, make light of government and military decisions, and illustrate the behavior of those on the home front. As opposed to other news forms—articles, essays, and op ed pieces–cartoons were highly visible and wildly accessible. They are the result of a complex relationship between artists, the press, and in some cases, government agencies. From an artistic standpoint, cartoonists made stylish and memorable imagery. This session will include discussion and PowerPoint presentations; and we will also examine first-hand important cartoons as primary sources from the Newberry’s Collection. Participants will come away with an enhanced understanding of America’s wars as they are documented in these sparkling but sober examples of American visual culture.

Eddy Street: Looking for History in a Very Small Place

This seminar applies the techniques of micro-history – the intense exploration of a tightly-focused time or place – to a tiny slice of twentieth century Chicago. It starts on the Fourth of July 1961 on the 6100 block of W. Eddy Street, out in the north side’s bungalow belt. From there it spins backward to explore class, race, immigration, assimilation, opportunity, mobility, war, and peace as they were experienced by one the block’s thirty-six families. In the process, the seminar tries to show how revealing and compelling it can be to go looking for history in very small places.

For more information or to schedule a seminar, please email teacherprograms@newberry.org.

Newberry Teacher Fellowships

These individual appointments provide K-12 educators with an opportunity to create unique classroom content while engaged in scholarly research at the Newberry. Using primary source materials from the Newberry’s collection, fellowship recipients work with library staff to develop digital teaching resources that support the Common Core State Standards. Research fellowships for teachers are currently awarded on a yearly basis. Learn more about the Newberry Teacher Fellowship.