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October, 2011

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Museums and the Common Core: What’s Your Role?

Last Tuesday, Brooklyn Historical Society hosted the New York Museum Educators Roundtable (NYCMER) in an event dubbed “Museums and the Common Core: What’s Your Role?” The event was open to NYCMER members and the public and the audience wound up being museum educators from across New York and beyond. Common Core refers to the new Common Core Learning Standards which are being rolled out by the State of New York and the NYCDOE.

BHS President Deborah Schwartz welcomes NYCMER and friends.

The night began with an introduction by our fearless leader, Deborah Schwartz who came to BHS after having been the Deputy Director for Education at The Museum of Modern Art and Vice Director for Education and Program Development at Brooklyn Museum. Deborah’s leadership at BHS always ensures that education is part of the institutional thinking process at every juncture. 

NYCMER Common Core Panel

After Deborah’s intro a panel of people who’ve had hands-on experience working in the implementation of the Common Core gave short “elevator speeches” or explanations about their roles. Moderator Dr. Rhonda Bondie shared a powerpoint presentation which is available here. Jody Madell also shared a powerpoint which is here.

This student response to a Van Gogh painting was popular with the crowd. The slide accompanied a lecture by Karen Rosner of the NYCDOE Office of Arts and Special Projects, which is a component of the Office of School Programs and Partnerships

One way NYCMER looked to connect this event to the national dialogue about the Common Core (which has been adopted by all but two states) was to live tweet the event. You don’t have to be signed up for twitter to see that the hashtag#CommonCore” is replete with links to rich resources for educators.

NYCMER Intern Rebecca Mir Live Tweeting the Event from the Back Row

Throughout the night, Rhonda had us break into pairs or small groups to work through some of the tough concepts around the implementation of the Common Core. What follows are some of the ideas that were shared out by those groups.

 

  • Museum visits would build the seven attributes of college and career readiness.
  • Museums are a great resource for “stuff” that can be the basis for inquiry education
  • Museum educators can adopt a shared responsibility for students’ literacy with classroom teachers across grade levels and subject areas.
  • Museums can allow students the opportunities to make a claim about history, art, science, etc., find evidence to back it up, and share their reasoning.
  • Museums can be part of in-depth, project-based learning that draws on the classroom experience, independent conclusions, and the museum visit experience.
 

  • In support of teachers adopting Common Core, museums provide social spaces and broader settings for all learners, especially independent, inquiry-driven investigation.
  • Museums can support common core by encouraging critical thinking through inquiry-based learning, providing pre and post visit curriculum materials that build skills to support common core and encourage classroom support for on-site museum programs, and create interdisciplinary programs drawing on and incorporating multiple subject areas.

  • The Common Core is a great way to instigate better use of museum environments and encourage museum and school educators to take advantage of the content rich resources that support development of observation, questioning, research, synthesis and analysis, presentations skills, and multiple perspectives and help build deep understanding.
  • Inquiry-based learning leads to deeper and more complex understanding, critical thinking, and observational skills.
  • Common Core is about understanding versus just knowing.
  • Museum educators can help make the connections between our museum collections and the classroom.
 

  • Through professional development activities, museums can introduce curriculum materials and test them on teachers to help ensure that teachers understand how to use them.
  • Literacy is everyone’s responsibility; museums can help students construct meaning rather than absorb information.
  • Museums can collaborate with teachers, inquiry teams, and school communities to be a part of (and contributor to) common core’s implementation.
  • Museums provide a forum to apply the Common Core Standards in multiple literacies.

Different Perspectives from the Panelists Helped Contextualize the Common Core - (L to R) Karen Rosner (NYCDOE); James Short (AMNH); Jodi Madell (Lyons Community School); Cynthia Harris-Frederick (NYCDOE)

Finally, BHS Education Assistant Samantha Gibson took a stab at combining all of these great ideas into one “elevator speech” about museums educators role(s) in helping ensure that the implementation of the Common Core is a success:
As museum educators, our role in the implementation of the Common Core Standards is to adopt a shared responsibility for students’ literacy and education with classroom teachers across grade levels and subject areas.  Museum visits and museum-based classroom activities can be a vital part of in-depth, project-based learning that draws on the classroom curriculum, students’ independent conclusions, and the museum visit experience.
Museums can also support common core by continually encouraging critical thinking skills through inquiry-based learning, developing pre- and post-visit curriculum materials that build skills to support Common Core and encourage classroom support for museum tours and programs.  Finally, museum educators can continue to help make connections between our museum collections and the classroom to promote optimal use of these resources by students and teachers.
Special thanks to Rhonda Bondie and all of the panelists who generously volunteered their time to advance the field. Extra special thanks to BHS Education Intern Alex Kenyon who ran AV throughout the evening all of the great NYCMER board members who helped put the event together.

 

Map of the Month – November 2011

This month’s featured map dates from 1946 and shows Native American communities in Kings County. It was created by James A. Kelly, who served as the Borough of Brooklyn Historian from 1944 to 1971. If you are interested in learning more about Kelly, his papers are available in the BHS Archives. Enjoy!
Indian villages, paths, ponds, and places in Kings County. James A. Kelly. 1946. Brooklyn Historical Society Map Collection.

Indian villages, paths, ponds, and places in Kings County. C.W. Nenning. 1946. Brooklyn Historical Society Map Collection.

(View this map as a PDF file to show more detail)

Interested in seeing more maps? You can view the BHS map collection anytime during the library’s open hours, Wed.-Fri., from 1-5 p.m. No appointment is necessary to view most maps. Our cataloged maps can be searched through BobCat and our map inventories through Emma.

Map of the Month is part of a project to catalog our map holdings, funded through the Council on Library and Information Resources Hidden Collections program. If you would like to help us do more of this kind of work with our exciting map holdings, donate here.

Brooklyn Photo of the Week: Halloween in Flatbush

Halloween in Flatbush, ca. 1905, v1992.21.1; Thelma E. Smith collection on the William Matthews family genealogy, ARC.091; Brooklyn Historical Society.

Pictured here are members of St. Paul’s Episcopal Church in Flatbush, Brooklyn. Women’s clubs and organizations often organized fairs and festivals to support their churches and engage parishioners. St. Paul’s Church mirrored the rapid growth of Brooklyn in the early twentieth century. When the Reverend T. G. Jackson became preacher in the 1880s, the church had fewer than 100 members. Thirty years later, the congregation had tripled in size. The church became a cornerstone of the community: embracing residents from neighborhoods ranging from Astoria to Washington Heights to Brighton Beach.

Interested in seeing more photos from BHS’s collection? Visit our online image gallery. Use this database to search for individual photographs. Currently a small number of our images are available online, but we regularly add new photographs. You can also visit BHS’s Othmer Library Wed-Fri, 1-5 p.m. to search through our entire collection of images.

A response to the Goos Map …

Pas caerte van Nieu Nederlandt en de Engelsche Virginies van Cabo Cod tot Cabo Canrick. Pieter Goos. 1666. Brooklyn Historical Society Map Collection.

October’s Map of the Month (“The Goos Map”) has started many conversations among scholars at BHS. At first glance, it may appear as just a pretty nautical chart, but as a historical document, it also provides a glimpse into the politics of cartography. Maps can be used as instruments of propaganda, tools with which a nation declares: This land is ours. Even today, we see this phenomenon occurring with maps of disputed territories, like Chechnya or Palestine.  These maps challenge us to look beyond the visual, graphic nature of cartographic materials and accept the idea that maps, like all historical materials, have political connotations.

This post will discuss the political aspects of the Goos Map, featuring commentary from guest blogger William Coleman. Mr. Coleman is a member of BHS’ Board of Trustees and a retired attorney. He holds a B.A. from the University of Wisconsin and a J.D. from New York Law School. Without further ado, here are Mr. Coleman’s comments:

The October Map of the Month “Pas Caerte Nieu Nederlandt en de Engelsche Virginies, Van Cabo tot Cabo Canrick” c. 1666-1667, attributed to the Dutch printer and mapmaker Pieter Goos (Goos Map), presents a series of interesting questions relating to the purpose for which it was printed and the date of cartographical information included. In addition to the original copy of the Goos Map in the collection of the Brooklyn Historical Society, originals are in the collections of the New York State Library and the New York Public Library. [1] This map is not listed in the index of I.N. Phelps Stokes’ Iconography of Manhattan Island, although another work by Goos, a map of the West Indies, is listed.[2]

While the Goos Map was printed c. 1666-67, the cartographic information included indicates that the information used was 10-15 years older. For example, focusing on Long Island (and Brooklyn), the Goos Map includes Gardiner’s Island, subject to an English Royal Grant to the Gardiner family c. 1639 (and still owned by the same family). Similarly included is Gravesant (Gravesend) Kings County, founded by Lady Deborah Moody, c. 1645. Flatbush (Midwout) founded c. 1651, Flatlands (Nieuw Amersfoort) founded in 1647 and New Utrecht founded c. 1657, are not shown on the Goos Map.  Thus it would appear that the map data originated in the period between 1645 and before 1647. [3]

If this is correct, one possible source for the Goos Map is the first or second state map by N.J. Visscher 1650/51 or 1652, based on a manuscript map compiled by Adriaen van der Donck in 1648, a digital copy of which is available online on the New Netherland Project website. [4]

The Goos Map does not accurately reflect political control of the region as of 1666-67, as the English took over control of New Amsterdam on August 29, 1664 and the Dutch settlements along the Delaware River in October 1664. Why then would Goos continue to show New Netherland on the map? It is believed that the Goos Map was printed for political propaganda purposes to emphasize the Dutch claim to the lost territories during the Second Anglo-Dutch War that lasted from 1665-1667.

The map contains a number of anomalies irrespective of its purpose:

1.  The New Netherland Institute describes the map: Pieter Goos produced beautiful maps of the known world in the 1600s. “Nieuw Nederlandt” was part of his Atlas of the Sea, depicting, according to its French legend, “all the discovered and known Maritime Coasts” and was “necessary and convenient for all pilots, ships’ masters, and traders.” Newly published and printed in 1667, this map shows many familiar place names, such as Schuylkill, Cape May, Cape Hinlopen, and Barnegat in the Pennsylvania and Delaware areas that were at that time part of New Netherland.[5] Yet, the Hudson River north of Manhattan Island and the Connecticut River, the principal commercial arteries of New Netherland are missing.

2.  If this was intended to be a navigational map, there are a number of striking omissions from a Dutch perspective. First, the North or Maurits River is shown only to the north end of Manhattan Island, omitting Fort Orange (Albany), Esopus (Kingston) and other Dutch settlements along the River essential to the collection of beaver pelts for trade. Second, the Connecticut River and the Dutch settlement at the Fort Goede Hoop or House of Hope (Hartford) which existed from 1623 into the 1640s are omitted. Third, if my assumption is correct that the basic mapped data is from after 1645 and before 1647-51, why is extensive information included on the Delaware River and Bay, at least part of which was controlled by Sweden and the Chesapeake Bay to which the Dutch had no claim or political or military control or even settlements?

3.   If this was intended to be a geo-political map showing the extent of Dutch territorial claims or actual possessions, there are a number of questionable inclusions:

  • Present day Connecticut. The Goos Map shows New Netherland extending across the Hudson River Valley (River omitted) into and across what is now the State of Connecticut. The map includes such towns as Stamford, Stratford and New Haven without indicating that those towns were part of the English Colony of New Haven (in existence until 1665) or the English Colony of Connecticut.
  • Present day upstate New York. As mentioned above, the omission of the Hudson River Valley and Dutch Settlements is striking. Similarly, the eastern boundary between New Netherland and the English colonies of Connecticut and/or New Haven is omitted.
  • Long Island. The eastern boundary between New Netherland and the territory claimed and controlled by the English Colony of New Haven followed a roughly north-south line from Oyster Bay on the north shore to Long Beach Island on the south shore. This territorial boundary is not included.

The Goos Map is a good teaching tool showing that the “facts” stated or shown in many original documents as well as in secondary sources must be checked and validated to the extent practical and where questions remain, the unresolved “facts” should be appropriately noted in the text. [6] The Goos Map cannot be considered an accurate depiction of either the extent of European political control of the Middle Atlantic Coast of North America in 1666-67, nor of the geography of the Middle Atlantic Coast. It is a political document using data from 10-15 years earlier and omitting a number of significant geographical features including the rivers now known as the Hudson and Connecticut. While the Dutch may have claimed the region from Cape Cod south to the Virginia or North Carolina Capes, the maximum extent of their military or political control was far less, including the western part of Long Island, Manhattan Island and the Hudson River Valley to Albany, parts of New Jersey and the Delaware River Valley.


[2] Heald, see footnote 1, states that the map is included in Burden, Philip D., The Mapping of North America: A list of Printed Maps, Raleigh Publications, (1996-2007) , plate 387; Humphreys,  Old Decorative Maps and Charts,  plate 63 possibly, Decorative Printed Maps of the 15th to 18th Centuries: a revised Ed. Of Old Decorative Maps and Charts, London, New York, Staples Press (1952); Deák, Gloria-Gilda, Picturing America, 1497-1899: Prints, Maps and Drawings Bearing on the New World discoveries and on the Development of the Territory that is Now the United States, Princeton, Princeton University Press (1988), 48. None of these sources were reviewed.

[3]The map for what is now Kings County also includes a reference to Greenwyck that cannot be identified.

[4]http://www.nnp.org/vtour/visscher_map.html. See in particular the unexplained shading off the coast of Cape Cod, shown on both as New Holland.

[5] The reference to Cape Hinlopen is presumably to Cape Henlopen, Delaware. Cape May and Barnegat are of course located in what is now New Jersey.

[6] I would like to thank Carolyn Hansen, Map Cataloguer at the Brooklyn Historical Society for bringing this map to the attention of the community, to Julie Golia, PhD, Public Historian at the Brooklyn Historical Society and Eric Platt, PhD, Assistant Professor at St. Francis College for their assistance evaluating this map. All of the opinions stated here however are mine.

 

 

Brooklyn Photo of the Week: Brooklyn Rail Road Riots

Brooklyn Rail Road Riots, 1895, v1972.1.540; Early Brooklyn and Long Island photograph collection, ARC.201; Brooklyn Historical Society.

This 1895 picture documents a controversial moment in the history of labor in America. Taken around 20th Street and Ninth Avenue (now Prospect Park West), it shows National Guard officers of the Second Brigade, 47th Regiment. The brigade was deployed to quell a strike held by 6,000 employees of several street railroad companies in January 1895 over wage disputes and company policies. Brooklyn Heights Railroad Company; the Atlantic Avenue Railroad Company; and the Brooklyn, Queens, and Suburban Railroad Company were among the rail companies involved in what The New York Times called “the most serious street car strike in the history of Brooklyn.”

At the start of the strike on January 18, 1895, Major Charles A. Schieren wrote to the Commanding Officer of the National Guard, “There is imminent danger of a breach of the peace, tumult or riot,” and requested aid from his troops. The men in this photo were among those called to duty, and were stationed at the Halsey Street car houses. A report about the incident is available from the Internet Archive, which details everything from what the troops ate for breakfast each day to the death of one officer by appendicitis midway through the strike.

The strike included several major standoffs between striking workers and National Guard members. One Brooklynite, unconnected to the strike, died from a gunshot wound inflicted by a member of the 13th regiment. In the end, the rail workers gained no major concessions from their employers.

Interested in seeing more photos from BHS’s collection? Visit our online image gallery. Use this database to search for individual photographs. Currently a small number of our images are available online, but we regularly add new photographs. You can also visit BHS’s Othmer Library Wed-Fri, 1-5 p.m. to search through our entire collection of images.