Category: New York Expedition 2010


The New York Historical Society was founded in 1804 and is the oldest museum in NYC, second oldest museum in the United States.  The Historical Society offered a vast wealth of information and artifacts on American history and New York City history.  I found today’s presentation to offer information from the perspective of the African American life in NYC, both as slaves and as freemen. I like the process for using artifacts (paintings, objects, furniture, etc) and developing inquiry based questions to get students thinking about the purpose and reason behind each artifact.

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New York City was in the middle of trade and commerce – 60% of exports were cotton that was sent from the south to London for textiles.  79% of all trade was based upon cotton.  New Yorkers made $0.38 on every dollar spent in commerce as they were good “middlemen”.  NYC politics has a long history of being fueled by money and commerce.  Abolitionists were targeted as bad people who were disrupting commerce.  The lands that were being emptied by the Cherokee’s Trail of Tears were being bought and sold by the New York and Mississippi land company in 1835.

The Historical Society has a wealth of information, both on line and via the educational binder, “New York Divided: Slavery and the Civil War”.  This day was filled with many rich educational resources for the classroom, that will help with many topics of American history.

http://www.nyhistory.org

http://www.amnh.org

On a more pop-culture note, the Historical Society had an exhibit showcasing the Grateful Dead and their impact on American music and culture.  While I am not a die-hard Dead fan, it was pretty interesting to walk through the exhibit and learn about the growth and impact the band had, and still has on American culture.

Today’s adventures took us around the Brooklyn Bridge.  Much information was shared, such as the fact that each borough of NYC has its’ own government and own city buildings.  Brooklyn Heights was where the British had Washington and 8,000 Revolutionary troops surrounded on three sides.  Washington’s course of action was to retreat by boats and take his forces across the East River under cover of night to regroup.

Prior to steel revolutionizing construction, strength meant that items needed to be solid like the pyramids.  With the advent of steel, life changed with technological changes in warfare, architecture, and recreation.  The Brooklyn Bridge needed to be built high to allow for water traffic.  3,500 miles of wire was used in each cable that creates the bridge. Walking across the bridge gave me a huge understanding of the mammoth undertaking that this creation actually was.  Trying to envision people in the late 1800’s walking across the bridge, on a daily basis, or for a Sunday walk, allowed the imagination to run and offer appreciation for how the bridge positively impacted their lives, some on a daily basis.

As our walking tour continued, through the Five Points area, into what is now China Town, the historical layering of the area becomes apparent.  As an area develops, the remnants of the previous culture and society remains, while the new cultures come in and add their own spice and joie de vivre.  The 1830’s was the rise of little Ireland which, by the early 1900’s became Italian.  Little Germany morphed into predominately Jewish families.  By the 1960’s, the area added yet another ethnic layer with the movement of Asians, Chinese, and Latinos.

The Tenement Museum experience http://www.tenement.org  really helped to solidify what the lives were like for the thousands of immigrants who lived in the Lower East Side.

Wow!  That is the first word that I think of when I reflect on today’s activities.  The second word is fortunate, that we were able to get a “behind the scenes” look at what else happened at Ellis Island, besides the renovated  intake building and its fabulous exhibits.  Our presenters were extremely knowledgeable and the thumb-drive full of primary source documents and teaching resources was an  absolutely awesome gift.  http://www.saveellisisland.org/

The lesson activity that we participated in was thought provoking, provided group effort and discussion, and made one think about primary artifacts.  The activity also helped to prime the pump, so to speak, for what the exhibits offered and thinking about what one was looking at.  I was surprised to learn that so many of the pictures were posed but that makes sense.  Immigrants were overwhelmed enough by the experience of getting to America, the intake process, and the uprooting of their lives, that photographers didn’t have to be another additional worry.  The posed pictures did serve as a type of propaganda to show how painless and smooth the intake process could be.

Personally, I really enjoyed seeing the behind the scenes tour.  I’ve always been interested in renovations, and seeing what was happening, what the conditions are like, and what is projected to be completed is fascinating to me.  The grounds, halls, and buildings all have their own stories to tell.

Today began our official walking tour of New York City, specifically the area of Wall Street.  We started off with the African Burial Grounds that started in 1680 for the colony of New Amsterdam.  New York City was the number one slave center of the colonies up to 1750.  When land excavation for a new federal building started, seventeen feet below the surface, four hundred and fifty remains were found.  The area is said to have around 200,o00 remains.  This is the only discovery of an African burial site that has been found.  Glass beads and sea shells from western Africa were some of the burial artifacts that were found.  The lands that were once rolling hills on the outskirts of New Amsterdam were filled in and slaves, indentured servants, and other people who were on the margins of society were buried in these areas.  It is unfortunate that the museum’s bookstore was closed, the exhibit was powerful and they would have had a lot of business from us that day.  I am realizing that there is a lot more information that I can be presenting to my students about the lives of African Americans, both free and enslaved, and the impact they left on the city of New York and our country.  http://www.africanburialground.gov

Also, for all who are visiting NYC, do not take pictures near the entrances to federal buildings – security does not look kindly upon that.

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The tour continued with looks at cast iron buildings.  This construction type was easier than previous construction methods and allowed for larger windows to be designed into the building.  This gave way to the first wave of “window shopping”. In 1846, the “first shopping” center was built, The White Palace, by Irish immigrants.  In fact, by 1811, the city was growing and taking off and the city developed on a grid system, eventually becoming the Empire City.  1814 leads the way into suburbanization, with the development of Brooklyn Heights, as Robert Fulton’s steam ferries began the era of the “commuter” and the implementation of streetcars allowed the city to spread out.

We worked our way towards Saint Paul’s and Trinity Church, which was the tallest building in the city in 1846. This was very powerful for me, as I visited the memorials that have been made to those who lost their lives in 9/11.  The entire building and grounds felt like hallowed ground to me.  And looking off towards Ground Zero brought a flood of unexpected emotions to me.


The day concluded with a trip into America’s heart of its financial district – Wall Street.  The former boundary of Fort New Amsterdam and a brief tour of Federal Hall.


For me, the biggest part of the day was seeing and understanding our country’s early beginnings, witnessing the growth and expansion that has happened over the past two hundred plus years, and seeing the landmarks, both modern and historic, that makeup the area that we, and the rest of the world know as NYC.  I felt a surprising bit of patriotism.  This understanding and passion for our country is what I need to remember when teaching my classes, to help inspire and awe my students.

After coordinating and “enjoying” my very first taxi ride to the 81st Street entrance, a cacophony of sounds greet visitors as they wander through the fresh flowers in the grand foyer and into exhibits at the Metropolitan Museum of Art.  The collection of items at the museum is   immense.  I see the museum as a great resource for primary source information.  The museum needs many more visits to explore all of the collections; I found all of their exhibits (or the ones that I was able to see) a bit overwhelming, or for the short time that we had allotted for the museum.

There were several exhibits that depicted various time periods that I teach in my classes.  The collection of American was very vast but chaotic, as that exhibit is being re-vamped.  Paintings, silver, statues, and many others filled the display cases.  The collection offers a great collection of primary sources that could be utilitized in lessons.

Exhibits also showed what life for people during the Gilded was like.  The round room showed the 360 degree viow of the Palace at Versailles.  

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 This gave the average New Yorker an opportunity to view this life.  The displays showing different parolours of the time was well done.  The opposite side of this is shown in the Shaker exhibit.

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On a different note, the museum provided lots of World History as well.  The Egyptian and King Tutahnkaman exhibit was awesome.  The temple and sarcophagus displays had many great artifacts.  The Armor exhibit showed artifacts from the 15th to 17th century from various lands such as Japan, India, Spain, and England.  Artifacts included helmets, swords, chain mail, and other weapons of war.  I definitely want to let my colleagues who teach world and ancient history know about the resources and artifacts that are available at the Met.

http://www.metmuseum.org/

We began our day with learning background information about New York City.  New York City has the highest density population in the United States, followed by Chicago.  The city is filled with and has been built upon diversity;  there are many ethniticities and religious differences and politics are put aside.  The focus of people is on earning money.  No minority is in control, for all minorities make up the majority.

We were led on a bus tour of Brooklyn, Harlem, and the Bronx by Ken Jackson, a professor of history at Columbia University.  He shared a great deal of information iwth us durin the course of the day.  One of our first stops was seeing the old High Line train tracks that had run in the city, going through buildings but the line was eventually stopped and remannats are now walking trails and pieces of the past.

We had a quick walking tour of Little Italy, which is where we dined for lunch.  Instead to of getting to explore the nuances of Little Italy, I volunteered along with Cody, to take care of a wounded member of our expedition.  We helped the member across the street to the deli where we dined on delicious fare.

Our day’s trip concluded with a drive through the Bronx and Harlem.  As time has progressed, neighborhoods have morphed.  What was primarily a Jewish neighborhood becomes an Italian neighborhood with symbols of the past still showing for the future.  Driving through the Bronx and hearing about the violence and slums that permeated the area, one sees progress – single family homes sprouted up after a fire destroyed a neighborhood.  Pride of ownership is apparent.  I feel for the neighborhood, having tour buses coming through and staring, observing, watching.  Toll booths and admission should almost be charged, with the proceeds going to internal improvements of the neighborhoods.  The presence of police is noticeable throughout New York City, as the police force has been increased to 40,000 officers and crime rates have dropped in the last twenty years.  NYC is a police city but one where people feel they can go out, and if the people go out, the criminals shrink away.

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After the group learned how to buy a subway card and master NYC’s subway, the expedition convened at the Museum of New York City for an interesting day learning about New York City and classroom activities that we could implement.  One simple statement that was made by our presenter was that all of us create museums within our lives – our homes, classrooms, offices all depict a part of us as individuals.  We specifically choose the items that we want to display and draw attention to.  The very energetic and engaging EY Zipris took us on a whirlwind tour of the Big Apple, which started with the fascinating movie Timescapes that depicted the changes of NYC from its origins to 2001.  Presentation topics ranged from “Around the Bend”: Rags and Riches in Turn of the Century New York City – using primary documents, or early photographs by Jacob Riis and other photographers; ‘Cars, Culture, and the City’, focusing on the automobile exhibit; and “The Grid in New York City”.

The presentations dealt with several themes – Technology/Innovation, Urban Planning, Interiors/Exteriors, and Place/Geography/History.  A simplified guide for interpreting primary source documents was also included.

Event



Artist                            Audience

Event:  What is being portrayed?  Who is the portrayal directed towards?

Artist:  Who created the interpretation?

Audience:  Who is the intended audience?  Who is the portrayal directed towards?

These questions are very effective in looking at and interpreting primary documents such as photographs.  The images that are in “Around the Bend” were very powerful and depicted various walks of life in New York City at the turn of the century.  Activities like this can really get students thinking about how people lived, how their lives varied, and how their lives were similar.  From the students’ interpretations, each student or small group could develop their own “museum display” with the images.  Students then need to present to the class their images and the rationale for choosing the images.

Lessons that were presented to us today could be used, with some modifications in my classrooms.  “The Grid in New York City” dealt with urban planning and how people make decisions based on resources and availability.  Students can make immediate connections from history to their real life, modern world.  I liked the idea of creating gridlines (for blocks) on a tarp.  Students would be assigned to a group from the choices of services, residence, manufacturing, and ??????  This type of activity could be modified to be more applicable to my students by looking at old maps of our city, the growth that has happened and projecting future growth and demands.  This type of history connection could also tie in with economics and allocation of resources.

‘Cars, Culture, and the City’, gave me great background information about the advent of the automobile in the United States and the influence that New York City and the affluent wielded.

http://www.mcny.org/

The 2010 New York expedition kicked off very early; with a 630 am departure on the bus to learn about James and Sara, Franklin Delano and Eleanor Roosevelt with a visit to Hyde Park.  http://www.nps.gov/hofr/index.htm The journey took us through the lands of Sleepy Hollow and Ichabod Crane.  The lush vegetation and sounds of birds greeted us when we were outside wandering through Hyde Park, Val-Kill, and Top Hill.  One can understand the muse of the Hudson River School/artists after wandering through the area that the Roosevelts called home.

home of FDR

The visits through the areas dear to the Roosevelts gave insight into their life of privilege, social responsibility and living reality.  The artifacts on the walls, such as the paintings of ships, political cartoons of the British Royal family, and the bird collection give insights into FDR’s personal side.  Franklin was very afraid of fire and of being trapped in an electric elevator.  His elevator was similar to a dumb waiter and had two ropes, one for going up and one for going down.  Roosevelt would pull on the ropes and operate the elevator himself.  He also used a modified wheelchair that was smaller and able to navigate the turns and hallways on the second floor.

Roosevelt hid his disability well from visitors.  He would be positioned in a chair or at his desk before visitors arrived and all ramps would be removed and put away.  The ramps would not be brought back out until visitors had left; not only the house, but had entirely left the Hyde Park premises.  Roosevelt had a car custom retrofitted so that he could drive with his hands and this allowed him some freedoms and he delighted in “ditching” the Secret Service to go up to his retreat of Top Cottage.  FDR's retreat from homeThis Dutch Colonial house was built only with his mother’s explicit directive that Franklin never spend a night at Top Cottage.

The relationship between FDR, his mother, and his wife becomes very apparent in looking at the layout of the household.  Sara Roosevelt had the money and the control.  Franklin was a mama’s boy and honored his mother’s desires, even more so than his wife’s.  When the house was renovated and expanded, the original design had been to have Franklin’s room at the front of the house, a small adjoining sitting room, and then Eleanor’s room conjoined to the sitting room.  Sara decided that she would not remain in her room where Franklin was born, but instead move into the room that was intended for Franklin.  This moved Eleanor into the intended sitting room, and Franklin into the room at the back of the house.  It is hard to imagine a good marital relationship when the mother-in-law is in the next room but this shows the hierarchy of power in the Roosevelt household.

The hospitality and presentations by the National Park Service were good.  The most important things from the day’s activities that I can use in my classroom would be activities based on human rights.  http://www.udhr.org/index.htm    I feel that teaching about the thirty articles of The Universal Declaration of Human Rights would apply in classrooms two ways; one, helping with the unfortunate state of bullying that exists in schools throughout America and two, getting students to think on a macro-level about the world around them and the interdependence that all humans have on each other.  The thirty articles and Eleanor Roosevelt would make a great unit of study.  The introductory activity with the questions:  what is your favorite toy, where does it come from; what is your favorite food, where does it come from; what are your favorite clothes, where do they come from; could you live without a cell phone, why or why not would be a great segue into the movie clips.  The short movie clips about each of the articles would make a great springboard for discussions on how children and adults throughout the world are treated.

http://www.un.org/en/documents/udhr/index.shtml

http://www.udhr.org/default.htm

Besides presenting characters and places with rich and convincing detail, Joseph Mitchell chronicles a passing world, evoking nostalgia for things passing.  Mitchell trains his eye upon various characters, some rattled and others haunted by the past, highlighting the immense changes that were occurring around the turn of the century.  Sorting the history of the early 20th century emergence of modern industry and state, an era that has seen un-paralleled change, may not be possible, but Mitchell offers glimpses here and there into the effect these changes had on society: Beefsteak rituals changing with the inclusion of women; out-of-work gypsies suffering from the advent of the auto; local bars tenaciously hanging on to tradition; cut off rooms in an old Hotels guarding shabby and dusty clues to a past not long gone. Training his eye on local color, rather than heads of state and industry, Mitchell reveals the dark side of our modern world while revealing the keen spirit of the human survivors of that world.

The title piece, “Up in the Old Hotel,” lends its name as the title of this collection and appropriately rests near the middle of the book.  Certainly the image of an abandoned and barely accessible hotel is an apt image to convey the speed at which change occurs in the modern world.  Today, the rate of change appears more rapid than ever before with planned obsolescence and continual innovation.  Reading Mitchell points our attention at the birth of our modern culture, the “big bang” that saw the rapid expansion we experience today. Many modern cities are built upon layers of ruins from previous cultures. Mitchell shows us the near ghost like presence of the past in a city that has changed so quickly, that the “past” exists along with the present.

Of course, being as they sat in close proximity to the past, the average person might not have been as fascinated with it as we are today, just as a ten year old may spend less time thinking about his early years than would an eighty year old.  Louis Morino, owner of the Hotel, is curious about the old, abandoned hotel above his restaurant, but his attempts to explore it have been thwarted by an old hand-pulled elevator on its last legs. Both author and reader, however, are itching to get a peek at the upper rooms, and finally the author cajoles Mitchell into venturing up to take a look. While some random junk and bible scriptures are observed in short order, Morino, primarily concerned with a paper record that would link the place to the past, is satisfied and so, to the disappointment of the curious Mitchell and his readers, the exploration stops.

And just as the Old Hotel promises much but keeps even more in the dark, Joe Gould, a sort of distorted fun house reflection of the Joseph Mitchell, offers a comprehensive history of his times but ultimately provides only incomplete glimpses of the life of New York.  In “Professor Seagull,” the first essay about Gould, we hear of a compendium of notebooks he claims to have stashed away; later we find they don’t actually exist.  While intelligent, eccentric malcontents must surely supersede the modern world, Joe Gould’s crazy dances and manic rants hint at the fast pace and overwhelming size of the modern city, New York. Simply by referring to recording the various conversations and important ideas that he’s overheard, Mitchell is able to paint a picture in our minds of a vast, labyrinth-like world.  Consider all those people from all over the world in the presence of, in many canes, the first time, ideas and philosophies from all over the globe and through out time. New York is built up of waves of immigrants finding a mish mash of cultures and ideas, grueling factory work, and new kinds of art and entertainment. It’s a cruel irony that pain and hardship often contributes to great art, such as blues and jazz. Joe Gould’s entertaining persona doesn’t obscure his sad and somewhat demented existence wandering around always on his last dime, entertaining socialites for crumbs.

Like Joe Gould, gypsies are often viewed as social pariahs and less than the average person. Like Joe Gould and many of Mitchell’s characters, gypsies are reeling under the pressures brought on by the modern world.  In the modern world, documents must prove ones birthplace, but gypsies were often born on road, going from place to place, and documentation wasn’t necessary.  Johnny, the “King of the Gypsies” in the piece of the same name, explains how the advent of the automobile destroys his people’s nomadic way of life and severely impairs their ability to make a living. Johnny is one of a series of Mitchell’s disenfranchised characters who, suffering in the face of modern living, prefer older times and rave about the disparities of modern life. At the end of this piece, Johnny speaks of looking forward to the “blow-up” of the modern world and explains how the crazies in the insane asylums could do a better job of running the world than the current politicians.

Along with characters who mourn those things passing are the ones who attempt to hang on to the past. After a life of toil, some wish to rest in a familiar setting as they assuage their aches with beer.  And with a world growing at an astronomical pace, the longing to keep things simple and nostalgia for simplicity is easily understood. While some people undoubtedly embrace change, others, the characters Mitchell prefers to observe, hung on.  One striking example of someone hanging on to the past is featured in the piece that opens the book: “The Little House at Home”.   In it, Mitchell describes the atmosphere at McSorley’s, which is so rich that one feels as if one is sitting in the bar.  The characters in the bar live a hard life, even the bar is, to this reader, a relatively stark place, with straight back wood benches and scant room. On the other hand, the sense of belonging and permanence the bar maintain is warm, as exemplified by the actual warmth generated by the stove in winter.  In a world rife with change, something about a place that stays steady in appealing.  And certainly after a life of toil, the people who spend their (final) days at McSorley’s enjoy well earned drinks and the respite of a dark and easy place to feel at home.

As we move through Mitchell’s collection of writing in “Up from the Old Hotel,” we move from quaint and nostalgic types tending to tradition in a present of which they disapprove to the eccentric and to the disenfranchised and disgruntled people who have lost something substantial to the passing of time partly personal, but also distinctly cultural.  These critics speak personally, and yet they also speak to cultural and societal trends of questionable merit and potential peril.

Of the later category are characters found in “Mr. Hunter’s Grave” and “The Bottom of the Bay.”  Mr. Hunter, a knowledgeable expert on local plants, people, and history, speaks about how society has gone wrong. Hunter is an apt survivor of hard times. One of the more touching moments in this book occurs when we hear how he lost his son to alcoholism, long before it was commonly thought to be a disease, and he pulls out the ribbon that he didn’t want to see wear away on his son’s graveyard. It read, “Beloved” son. Perhaps it takes someone who is sad to realize some of the darker aspects of modern society.  He speaks about the demise of the garden and notes how people don’t even pick the wild berries any more.  Hunter talks about how people are buying everything on credit instead of using cash and let things break down, or even help them break down, so they can go out and buy a new one.

In “The Bottom of the Bay” we learn about the gradual destruction of a local ecosystem and consequent lack of a food supply, the image of bodies floating up in spring punctuating the darker tenor of the piece.  It seems that, as Mitchell ages, he notes more and more the darker side of our modern world. Like Mr. Hunter, Mr. Poole, in “The Bottom of the Bay,” notes the recklessness of humanity and destruction of the harbor, saying, near the end of the piece, “…I wonder why people don’t just stand still and throw their heads back and open their mouths and howl…On account of the Goddamned craziness of everything.”

Joseph Mitchell focus on those working class personalities we always hope to see at a party:  Men who run bars for the old and lonely; gypsy kings; street prophets; and story telling hangers-on of things past.  We all know that kids aren’t as tough as their parents; each generation wonders how the next one will possibly pull it off.  Looking around today, after reading “Up in the Old Hotel,” one looks differently at our current concerns: the environment, easy credit and failing economy, disenfranchisement, social isolation, disintegration of close nit community. These are the concerns of the modern world, and they made their appearance early in the twentieth century.  While some of these themes may have a longer history, most are fairly specific to our culture and therefore merit attention.  Many of the social ills that drove men to excessive food, drink and insanity were born specific to our culture.  The sewage that ruined New York Bay gave way to the carbon monoxide that threatens the entire planet. While we smile at the graveyard humor, we also may squirm a bit, for, while we visit the birth of our modern world, we may notice than in the lost livelihoods, the lost traditions, the lost ecosystems and the lost souls, it resembles, a bit too much…an actual graveyard.