2
30
405
-
http://humanitiesmoments.org/files/original/4/44/Scrabble_reading.jpeg
252ae45b617dd98260394e16d2bf1748
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
reading
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Educators
Description
An account of the resource
This collection features contributions by teachers, education administrators and others involved in teaching at levels K-16.
Identifier
An unambiguous reference to the resource within a given context
educators-humanities-moments
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe src="https://player.vimeo.com/video/269216117" width="640" height="360" frameborder="0" allowfullscreen></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Unlocking the Code
Contributor
An entity responsible for making contributions to the resource
Kathryn Bentley, Arts & Science Council
Description
An account of the resource
In this clip, educator Kathryn Bentley discusses an early moment in her teaching career when she came to realize the role emotions play in learning to read and that for some students this is the key element of instruction.
Throughout several decades as an educator, Bentley has sought to impart her own love of reading with her students. Interactions with individual learners—especially those who initially resist or struggle with literacy—have illuminated the many different approaches to “unlocking the code of reading.” Bentley has come to realize that while some children need to learn more about the “science” of reading, others benefit from an introduction to its “art.”
Identifier
An unambiguous reference to the resource within a given context
emotional-impact-learning-to-read
Books & Reading
Literacy
Teachers & Teaching
-
http://humanitiesmoments.org/files/original/15/312/Sand-brock-15.jpg
4806015f3c257a35623cc1fb083c3e7f
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Elinor Dashwood and Colonel Brandon in Jane Austen's Sense and Sensibility
Source
A related resource from which the described resource is derived
Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Sand-brock-15.jpg
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
From my involvement in the graduate fellowship program
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Melissa Young, Archivist and Historian
Date
A point or period of time associated with an event in the lifecycle of the resource
Throughout my life
Source
A related resource from which the described resource is derived
Books and Films
Description
An account of the resource
My Humanities Moment involves a connection between two individuals that might not initially seem to have anything in common: Jane Austen and Quentin Tarantino. One of the first places I found inspiration for the tenacity that has always kept me going through numerous personal and professional challenges was in the novels of Jane Austen. The rather conventional Austen can hardly be called a feminist since her strongest characters ultimately bend to the social and gender expectations of their time. When I was in middle school, however, I didn’t know that. I read for pleasure, rather than analysis, and had a greater desire to accept a much more romantic vision of the world. This caused me to see characters like Elizabeth Bennett and Elinor Dashwood as strong women who faced difficult circumstances with grace and determination and spoke up for the things they believed in. I remember admiring their ability to put actions behind their words and positions—they seemed to fight hardest when things got tough. <br /><br />Flash forward about fifteen years to the first time I saw Tarantino’s <em>Kill Bill</em> series. Ironically, The Bride (Beatrix Kiddo) spoke to me in the same way as the Austen characters. Kiddo is attacked by people she considered her allies and left for dead in a way that pretty much should have assured her demise. The most inspiring scene for me has always been in the second movie, which depicts her escape from a grave in which she has been buried alive. I found her will to survive circumstances that would have destroyed another person—both literally and figuratively—incredibly motivating. <br /><br />Getting my masters’ degrees and my PhD has been a struggle to say the least. When I began my quest for an advanced education, I was a young mother who lived in a tiny rural town, fighting for a way to effectively express my value system in an environment that was much more conservative than I was. But whenever I felt like giving up—like when I was overwhelmed with work, life, or whatever—I tried to remember these fictional women. They refused to wallow in self-pity, but simply picked themselves up, reorganized, or even crawled out of the dirt to face the next moment with purpose and resolve. I still think of them when I find myself faltering and credit them for giving me the willpower to fight my own battles. They truly have made me the person I am today.
Title
A name given to the resource
Unexpected Lessons in Empowerment
Identifier
An unambiguous reference to the resource within a given context
unexpected-lessons-empowerment
Alabama
Austen, Jane
Books & Reading
Empowerment
Feminism
Film
Historians
Kill Bill: Volume 1
Kill Bill: Volume 2
Mothers
Pride and Prejudice
Sense and Sensibility
Tarantino, Quentin
-
http://humanitiesmoments.org/files/original/384/7825465930_d485f3f371_b.jpg
a71c810bf0cbcbbf9885cb830e667dea
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
I heard about Humanities Moments from my twelfth grade English class.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Sydney Downard, 18 year old senior in high school
Source
A related resource from which the described resource is derived
Avicii, “Wake Me Up”
Description
An account of the resource
When my Humanities moment struck me, I was dumbfounded. Being at the young age of fourteen, I don’t think I fully understood the power of music. I knew that I loved music. I knew that I could connect with music. I knew that music had some power over the world, as everyone around me loved music and connected with it also. I just don’t think that I fully knew the profound power of music until this moment.
I was fourteen, and riding as a front seat passenger in my guardian's van. We didn’t have a destination, we were simply just driving around and listening to music through the aux. I had just chosen the song “Wake Me Up” by Avicii and turned to gaze out the window while we were driving. I was relaxed and enjoying the music.
It was then, while I was listening to that song, that I was struck with an overwhelming and paralyzing feeling. I’m not entirely sure what this feeling was, but it was peaceful. I realized that life did not last forever. My breath caught in my throat, and I felt that I was fully in the moment. Up until this point, I guess I could say that I was slightly spaced out. Not just spaced out in the moment, but spaced out to life in general.
It was surreal. Time felt frozen. It was like the world stood still. In this moment I had come to understand something bigger than myself and the rest of the world. It was like I was let in on a secret about the known universe. This feeling was fleeting, and only lasted maybe three or four seconds. However, within these three or four seconds my understanding of life and the universe had changed.
Then, time unpaused, and the world continued to move. I sat there, enjoying the peace, with a greater understanding. A greater understanding that life moves on and death is a part of life.
Then I turned away from the window and started a conversation with my guardian. I continued to be in the moment. I felt rejuvenated. I felt like I was where I was supposed to be. This moment helped to change the way I look at life and death. I don’t fear death. I just live my life one day at a time. I don’t let time creep up on me as much as I let it before. This moment put a lot of things into perspective for me. I know that the song helped me to realize this, and added to my moment of realization.
This moment was surreal. The song, “Wake Me Up” by Avicii holds a special place in my heart. It helped me to have one of the biggest revelations in my life so far. I feel at peace when I listen to the song. I love this song.
Looking back, it’s also one of the reasons that helped me realize the power of music. Music has a way of being relatable in so many ways, and can influence a person to do so many things. It helped me to see the power of music in a way I hadn’t before. This moment helped me have an understanding of life through music.
Title
A name given to the resource
Understanding Life Through Music
Identifier
An unambiguous reference to the resource within a given context
understanding-life-through-music
Meaning (Philosophy)
Music
Music Appreciation
Self-Realization
-
http://humanitiesmoments.org/files/original/296/Washington_Crossing_the_Delaware.jpg
5f0a3e5cf206465c30ca5416bd551bf3
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
”Washington Crossing the Delaware” by Emanuel Leutze (1851)
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="640" height="360" src="https://player.vimeo.com/video/341103888" frameborder="0" allow="autoplay; fullscreen" allowfullscreen="allowfullscreen"></iframe>
Referrer
For internal use only, for tracking and metrics.
Heidi Camp
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Understanding History as Gossip
Description
An account of the resource
<p>Author, educational advocate, and entrepreneur David Bruce Smith discusses a transformational moment in his education, during which a high school teacher showed him the revelatory truth that history, at its core, is a collection of stories and gossip. Smith believes strongly that by presenting history to students as a series of exciting and illuminating stories, we can cultivate a more widespread appreciation for—and understanding of—history’s importance in the next generation of learners.</p>
<p><em>Curator's note</em>: The Grateful American™ Foundation is dedicated to restoring enthusiasm in American history for kids and adults. Smith holds a bachelor’s degree in American Literature from George Washington University, and a master’s in Journalism from New York University. During the past 20 years he has been a real estate executive and the editor-in-chief/publisher of <i>Crystal City Magazine</i>. He is the author of 11 books, including his most recent title, <i>American Hero: John Marshall, Chief Justice of the United States</i>. The Grateful American Book Series for <i>children</i>, featuring historic couples that were partnerships, debuts in the fall with <i>Abigail and John</i>—a joint biography of the Adams's.</p>
Contributor
An entity responsible for making contributions to the resource
David Bruce Smith, Founding Father of the Grateful American™ Foundation
Identifier
An unambiguous reference to the resource within a given context
david-bruce-smith-history
History
Teachers & Teaching
-
http://humanitiesmoments.org/files/original/13/rep-david-price.jpg
248a3eb2aec1ffbadeb14641928f8326
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
U. S. Representative David Price (NC-4)
Sound
A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.
Player
html for embedded player to stream media content
<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871292&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
Transcription
Any written text transcribed from a sound
<strong>Robert D. Newman:</strong> I’d like you to reflect, if you would, on some humanities moments, profound junctures that go back to the humanities in your own personal or public life that were transformative.
<p><strong>U.S. Representative David Price:</strong> I wouldn’t exactly describe it as a moment but I can tell you about an intellectual experience that really did transform my way of thinking and influences me to this day. It has to do with when I first went to Yale Divinity School. I never became a clergyman, obviously, but I certainly got a good liberal arts education at Yale Divinity School and feel that was a time of great intellectual development for me.</p>
<p>One important part of that was being introduced to the thought of Reinhold Niebuhr, who at that point was a very influential theologian, but he had a wide influence way beyond theological circles. He used his theological understanding—essentially understanding of human nature—to elaborate the way “small-d” democratic politics can and should work.</p>
<p>There’s an aphorism—which I can’t quote exactly—that’s associated with him but it sums this up rather neatly. He said once that our positive understanding of human nature makes democracy possible. Our negative understanding of human nature makes democracy necessary.</p>
<p>In other words, our understanding of human nature has a lot to do both with the positive possibilities we strive for in our society, the kind of aspirations that we have for a more perfect union, for expanding opportunity, for a just society. At the same time we understand that even the best intentions in politics can become distorted, can go astray by virtue of self-interest and the will to power. Therefore, it’s important that no one’s power be absolute and that we have the kind of checks and balances that, of course, we aspire to anyway in our American system.</p>
<p>He also understands power in this vein. In other words, we’ve always had a preoccupation in American political thought with power, and that comes partly from the Calvinist tradition, from some of the theological roots of our culture, but that, too, can lead us astray because we’ve tended to concentrate on political power as the most potent danger. Of course it can be extremely dangerous but sometimes we’re oblivious to other kinds of power. Economic power, let’s say. We don’t have a full appreciation for just how oppressive and how limiting that can be.</p>
<p>Moreover, we don’t always appreciate how political power can check other forms of power—as it goes back to the Antifederalist position we were discussing earlier. You don’t ever suppose that you can do away with, or have the luxury of, a totally libertarian society. Power is going to be exercised. There are going to be disparities in power. Power is going to be organized in some way, and the way we do our politics is going to have a profound influence on this. It’s much better to be intentional about that, deliberate about it, than it is to make glib assumptions about power being benign or, for that matter, power being completely dangerous.</p>
<p>There has to be a balance between a notion of using power, utilizing power, and checking power. Niebuhr argued very, very persuasively that our understanding of human nature, particularly coming out of our religious traditions, was an important resource. Not just Enlightenment optimism about human nature. Not just the classical liberal assumptions about natural harmonies in society. No, no. There are real conflicts and there are real abuses that are possible. At the same time, sometimes coercion is necessary. So, it’s that understanding of power, theologically rooted, that just transformed my way of thinking about politics.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
U. S. Representative David Price on the Influence of Reinhold Niebuhr
Description
An account of the resource
In this excerpt from a podcast with National Humanities Center Robert D. Newman, U. S. Representative David Price reflects on the transformative experience of reading the work of Reinhold Niebuhr. Price notes how his exposure to Niebuhr in a Yale Divinity School classroom continues to shape his thinking about human nature and American democracy.
Identifier
An unambiguous reference to the resource within a given context
david-price-reinhold-niebuhr
Contributor
An entity responsible for making contributions to the resource
U. S. Rep. David Price (NC-4)
Source
A related resource from which the described resource is derived
The writing of Reinhold Niebuhr
Christian Realism
Democracy
Human Behavior
Neibuhr, Reinhold
New Haven, Connecticut
Politicians
Politics
Power (Christian Theology)
Religion
Theology
Yale Divinity School
-
http://humanitiesmoments.org/files/original/339/HM_Auschwitz.jpg
0214e12206b221fcb42ead3ad95a72ea
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Auschwitz photograph
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
auschwitz-photograph
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
Through Professional Development
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Josh Britton, 23, High School History Teacher
Date
A point or period of time associated with an event in the lifecycle of the resource
Summer after my Sophomore Year of College
Description
An account of the resource
For years, every time we covered World War II and the Holocaust in school it was just a fact memorization activity. "Hitler was bad and did bad things." When I was afforded the opportunity to travel to Germany, Poland and the Czech Republic in college, I got to look at the Holocaust in a new light. It was not just a fact dump but instead a philosophical inquiry.
We used the Holocaust and the work of the Third Reich as a jumping off point to debate and consider questions like: How are values and ethics established in individuals, groups and organizations? What are the responsibilities of leaders to establish ethical climates in their organizations and communities? What are the responsibilities of followers and bystanders? How does this all relate to the world today?
This experience put the power into my hands to guide my educational experience and allowed me to truly reflect on not just events that happened in history but how and why they happen. Now as a World History teacher who covers both World Wars I and II, I attempt to provide this same energy and power to my students by bringing historical dilemmas and events into modern terms that promote inquiry and self reflection.
Title
A name given to the resource
Turning Historical Events into Modern Reflective Inquiries
Identifier
An unambiguous reference to the resource within a given context
turning-historical-events-into-modern-inquiries
Critical Thinking
Genocide Prevention
Teachers & Teaching
World History
World War I (1914-1918)
World War II (1939-1945)
-
http://humanitiesmoments.org/files/original/369/Hamlet_HM_image.jpg
f4bfe9858b7cac155dbd6b5ea6e60f72
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Skull and Books
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
skull-and-books
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="560" height="315" src="https://www.youtube.com/embed/d7XT3xvDCcw" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Transforming Loss into Artistic Expression
Description
An account of the resource
In this video recording, actor and musician Noah Reid describes the way that a Neil Young song allowed him to understand and portray the way that loss shaped Shakespeare's Hamlet.
Source
A related resource from which the described resource is derived
Neil Young’s “Natural Beauty,” and William Shakespeare’s <em>Hamlet</em>
Contributor
An entity responsible for making contributions to the resource
Noah Reid, actor and musician
Identifier
An unambiguous reference to the resource within a given context
noah-reid-transforming-loss-into-artistic-expression
Actors
Hamlet
Music
Shakespeare, William
Theater and Drama
Young, Neil
-
http://humanitiesmoments.org/files/original/1/1/hf-cover.jpg
a9b1d79b175159f4c2ec0ce9b5e428a4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"The Adventures of Huckleberry Finn," by Mark Twain
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
David Denby
Description
An account of the resource
This collection includes contributors by the author, journalist and film critic David Denby.
Identifier
An unambiguous reference to the resource within a given context
david-denby-humanities-moments
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="640" height="360" src="https://player.vimeo.com/video/273367411" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Transformative Literature
Description
An account of the resource
David Denby discusses works of literature that influenced his thinking as a child and as a teenager. Looking back, these books transformed the reader that he is today.
Contributor
An entity responsible for making contributions to the resource
David Denby, author, journalist, film critic
Identifier
An unambiguous reference to the resource within a given context
david-denby-transformative-literature
Source
A related resource from which the described resource is derived
A Tale of Two Cities and Oliver Twist by Charles Dickens; Adventures of Huckleberry Finn by Mark Twain; Crime and Punishment by Fyodor Dovstoyevsky
A Tale of Two Cities
Adventures of Huckleberry Finn
Books & Reading
Crime and Punishment
Dickens, Charles
Dovstoyevsky, Fyodor
Literature
Oliver Twist
Twain, Mark
Writers
-
http://humanitiesmoments.org/files/original/12/183/Sugarcane.jpg
2b8dea18e8f4c61eb447aea6f5764d44
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Sugarcane
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
sugarcane
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Virginia Geographic Alliance West Indies Teacher Institute
Description
An account of the resource
A week-long experiential professional development experience for teachers taking place during June 2018 in Barbados
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
Andy Mink
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Caroline Bare, 38, Social Studies teacher
Date
A point or period of time associated with an event in the lifecycle of the resource
June 19, 2018
Description
An account of the resource
My source of inspiration came from a lecture on paintings and images of slave society presented at the Barbados National Museum. The painting by Issac Sailmaker entitled "Island of Barbados" visually depicts the transformation of the island's geography due to the creation of sugar plantations in 1694. Sugar not only transformed the physical landscape of this mostly uninhabited land, but also would impact the social, political, and economic institutions that were created as a result. This painting symbolizes the totality of sugar on this small island and sets the stage for the ensuing nickname, "Britain's crowned jewel." One of the reasons I was drawn to this painting for inspiration is due to my own experiences on the island over the last week of learning and exploring. Driving through the different parishes and seeing how the landscape differs in various regions is a stark contrast to this image from 1694 showing mostly port cities and the beginning of European transformation on the interior to create space for large scale sugar farming. When looking at maps from the 18th and 19th centuries, the island of Barbados is transformed even more due to the profits and demand for sugar in a new global economy. This image is a snapshot of an island in transition, but lacks the conflict and division sugar production will create in the future. The profits from sugar will create a hierarchy between plantation owners and those working the fields and mills as slaves. Although this image depicts the beginning of British influence and domination over the island of Barbados, the narrative will continue to evolve as sugar projection reaches an all-time high and the thirst for profit will result in the dehumanization of an entire group of people.
Title
A name given to the resource
Transformation of an Island
Identifier
An unambiguous reference to the resource within a given context
transformation-of-an-island
Creator
An entity primarily responsible for making the resource
Isaac Sailmaker
Source
A related resource from which the described resource is derived
The painting <em>Island of Barbados</em> by Isaac Sailmaker
Barbados
Colonialism
Exploitation
Island of Barbados
Sailmaker, Isaac
Slavery
Sugar Production
Teachers & Teaching
-
http://humanitiesmoments.org/files/original/6/164/top-secret-rosies-900x562.jpg
5322212c11e43f24fde91dbef3c9fea9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rosie the Riviter
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weaver Academy
Description
An account of the resource
This collection includes contributions from the students and staff of <a href="http://weaver.gcsnc.com/pages/Weaver_Academy">Weaver Academy for the Performing and Visual Arts</a>, located in Greensboro, North Carolina.
Identifier
An unambiguous reference to the resource within a given context
weaver-academy
Sound
A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.
Player
html for embedded player to stream media content
<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871178&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
Transcription
Any written text transcribed from a sound
<p>In 1942, soon after the Japanese attack on Pearl Harbor, a secret military program was launched to recruit female mathematicians to be human computers. These women were pulled from high schools and universities, and their work computing the trajectories of U.S. ballistics was critical to the success of our military operations.</p>
<p>A handful of these women are interviewed in the documentary <em>Top Secret Rosies</em> and I was drawn in when one of the Rosies said that she credits her high school math teacher, Miss Clark, for her interest in advanced skills in mathematics.</p>
<p>As a lateral-entry high school math teacher, who’s been in the classroom only two years, I’ve thought a lot about Miss Clark. I wonder who I would have been in 1942, and would I have had the strength and confidence to be one of these young women? Would I have had the spirit to encourage young women to accept these jobs if I had been their math teacher? My mind then brings me to today. Am I doing everything in my power to engage and energize my students, so that they are open to their own potential and any opportunities that may come their way?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Top Secret Rosies
Description
An account of the resource
<p>A high school math teacher discusses the documentary <em>Top Secret Rosies: The Female “Computers” of WWII</em>. Beyond the awe for these women who took part in American military operations as human computers during World War II, this contributor is inspired by a statement made by one of the women in the movie, crediting her high school math teacher for her interest and advanced skills in mathematics.</p>
<p></p>
Contributor
An entity responsible for making contributions to the resource
Anonymous
Identifier
An unambiguous reference to the resource within a given context
top-secret-rosies
Subject
The topic of the resource
As a high school math teacher herself, this contributor understands the impact she can have on the life of her students, leading her to reflect on her own teaching: “Am I doing everything in my power to engage and energize my students so that they are open to their own potential and any opportunities that may come their way?”
Source
A related resource from which the described resource is derived
The documentary film <em>Top Secret Rosies: The Female “Computers” of WWII</em>
Attack on Pearl Harbor (Hawaii), 1941
Documentary Films
Inspiration
Mathematics
Rosie the Riveter
Teachers & Teaching
Top Secret Rosies: The Female "Computers" of WWII
Women's History
World War II (1939-1945)
-
http://humanitiesmoments.org/files/original/17/422/7ee490b3d5fc8ea51a5b956d4befdac6.jpg
e0939c391cbed23182475fe5b4e9d917
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Book cover
Identifier
An unambiguous reference to the resource within a given context
book-cover
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Residents 2020
Identifier
An unambiguous reference to the resource within a given context
graduate-student-summer-residents-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
From the National Humanities Center Virtual Winter Residency
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Cristovao Nwachukwu, 27, Graduate Teaching Assistant
Date
A point or period of time associated with an event in the lifecycle of the resource
2016
Source
A related resource from which the described resource is derived
<em>Americanah</em> by Chimamanda Ngozi Adichie
Description
An account of the resource
<p>My humanities moment is a novel that changed my life and informed my path as an educator and researcher. But before I expound upon it, I need to tell you my story. I was born in Brazil as the only child of my Nigerian mother, who migrated to complete her undergraduate studies. Because of that, I constantly felt like I was living in-between, bridging the gap between Brazil and Nigeria. As I grew up, I struggled to find a sense of belonging, trying to conflate the Brazilian culture I learned at school with my Nigerian upbringing at home and fully identifying with neither. I was the other, a native foreigner.</p>
<p>To appease my ever-growing alienation, I plunged into literature, film, and music, anything that I could hold onto to calm my disquietude. Yet, I did not know at the time that I yearned to better understand who I was by seeing myself through the worlds of others. This unconscious search led me to study English and Portuguese language and literature at the Federal University of Bahia. However, as an undergrad, I did not search for myself as much. I still maintained this unbreakable connection between my subjectivity and literature, but, at the same time, I read more as an observer than a participant. Throughout most of my formal education, white authors, both from Brazil and Europe, represented the standard in literary studies, while Black authors, albeit abundant, were rarely mentioned.</p>
<p>Things changed when in 2016 I decided to read the novel <em>Americanah</em> by Chimamanda Ngozi Adichie. I had already watched her famous Ted Talks “The Danger of a Single Story” and “We Should All Be Feminists”, and I got curious to read her work. This was the moment. Ifemelu’s journey as a Black Nigerian immigrant in the United States enthralled, moved, and inspired me. Adichie’s intricate and poignant representation of Black people in the U.S., the U.K., and Nigeria veered from the stereotypically negative and dehumanizing portrayals of Black people I was used to seeing in the media. In the novel, Adichie explores several facets of Black experiences, and I still remember that reading it felt like finally arriving home after spending your entire life squinting at the horizon, wondering if you would ever reach your destination. After years searching, I saw myself through the writing of someone who looked like me.</p>
<p>Nonetheless, I was not satisfied. I started reading Chinua Achebe, Sefi Atta, Wole Soyinka, and decided to translate this hunger for self-representation into a research project for graduate school. In 2018, I started following Ifemelu’s path as an immigrant in the U.S. to continue this intellectual and subjective query about the diversity of Black experiences across the world. I had found my home in African literatures and decided to never leave. I wanted to get closer to a mirror that had always been turned the other way, a lack of seeing that confined me to the role of the other. I wanted to stay, to sink “roots in without the constant urge to tug them out and shake off the soil” (Adichie 7).</p>
<p>Eventually, my research and teaching started to overlap. Curiosity prompted me to seek literature and film in which students who were also considered the other could see themselves represented as well. For students who were used to seeing themselves represented in all spheres of life, I also introduced them to works from diverse authors in order for them to move the mirror, look around, and get in contact with different realities and worldviews. These carefully devised choices of the texts I teach have turned my classrooms into safe spaces where diversity is the norm, and all students are heard and included.</p>
<p>Therefore, teaching African narratives about Black immigrants irreversibly converged my teaching philosophy and research. People still ask me nowadays which culture I identify with the most or even suggest that one day I will finally decide which country I consider to be my home. I never know how to answer this question because it is hard to convey what growing up in the diaspora is like. At least for now, I can say that every time I read <em>Americanah</em> again it takes me back to when this journey started, and I am excited to see where it will lead me.</p>
Title
A name given to the resource
To See Myself
Identifier
An unambiguous reference to the resource within a given context
to-see-myself
African Literature
Books & Reading
Diaspora
Ngozi Adichie, Chimamanda
Race Identity
Self-Realization
Teachers & Teaching
-
http://humanitiesmoments.org/files/original/154/IMG_4300.PNG
bec9056238769e49a56bea8e87832f12
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
“To Pimp a Butterfly,” by Kendrick Lamar
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
To Pimp a Butterfly
Description
An account of the resource
Some would say music is the most powerful of the arts. The album <em>To Pimp A Butterfly</em> by Kendrick Lamar is just that, powerful. The overall theme of the album revolves around the black experience in America. This album is an emotional, gut wrenching roller coaster. With George Clinton and Thundercat production, <em>To Pimp A Butterfly</em> has an authentic Afro-Funk sound to compliment the layered, complex subject matter in the lyrics. Kendrick speaks in depth about how having slave ancestors affects him in an honest and vulnerable way without compromising strength. <br /><br />This album made me question whether I had spent enough time thinking about the effects of over 400 years of slavery. I highly recommend this album to everyone interested in the American black experience!!!
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
Contributor
An entity responsible for making contributions to the resource
Alex Azzi, Student at TAMU
Identifier
An unambiguous reference to the resource within a given context
to-pimp-a-butterfly
Source
A related resource from which the described resource is derived
<em>To Pimp a Butterfly</em> by Kendrick Lamar
Afro-Funk
Black History
Clinton, George
Emotional Experience
Lamar, Kendrick
Music
Slavery
Students
Texas A&M University
Thundercat
To Pimp a Butterfly
-
http://humanitiesmoments.org/files/original/331/ousa-chea-gKUC4TMhOiY-unsplash.jpg
7cd1686e156c07148c8c3006882e6e39
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
microscopes
Identifier
An unambiguous reference to the resource within a given context
microscopes
Source
A related resource from which the described resource is derived
Unsplash, https://unsplash.com/photos/gKUC4TMhOiY
Description
An account of the resource
Microscopes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
from my brother
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Connie, age 54, sales analyst
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2018
Source
A related resource from which the described resource is derived
a documentary
Description
An account of the resource
I had heard about this documentary, <em>Three Identical Strangers</em>, from a co-worker - she said I absolutely had to see it! I am fascinated by the nature vs. nurture discussion and I could not wait to see how this was represented in the film. At the beginning of the story, I was 100% on board the "nature" wagon. Genetics had to be the reason we are who we are. The documentary played right into that thinking, citing the similarity of the likes, preferences, physical gestures, etc. of the triplets. But as the movie went much deeper into their lives, all of the superficial "sameness" lost its value, and the "nurture" argument began to gain strength. <br /><br />This movie flipped my thinking completely, proving how much impact one's environment has on one's mentality. These were no longer identical strangers, but rather three very different people, clearly molded and influenced by their loved ones and surroundings in their formative years. I shocked myself with my change of mindset and began to think more critically about how our own "hard-wit\ring" could be undone - to either our success or our detriment.
Title
A name given to the resource
Three Identical Strangers - not really...
Identifier
An unambiguous reference to the resource within a given context
three-identical-strangers-not-really
Documentary Films
Genetics
Science & the Humanities
Three Identical Strangers
Wardle, Tim
-
http://humanitiesmoments.org/files/original/17/395/HM_Faulkner_Watch.jpg
9d21b99c11066c89adc4e1e17b6dabcb
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Pocketwatch
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
pocketwatch
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Residents 2020
Identifier
An unambiguous reference to the resource within a given context
graduate-student-summer-residents-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
VGSSR 2020
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Benjamin Brewer, Doctoral Candidate in Philosophy, Emory University
Date
A point or period of time associated with an event in the lifecycle of the resource
Around New Year's 2017/18
Source
A related resource from which the described resource is derived
Faulkner's _The Sound and the Fury_
Description
An account of the resource
Around New Year’s Eve 2017/18, I was in Brooklyn visiting my sister and brother in law. There was a pretty significant blizzard, and we were completely snowed in, so I picked up the novel I had brought with me on the off chance that I would have time for pleasure reading. The novel was William Faulkner’s The Sound and the Fury, which I hadn’t read since high school. Though I hadn’t realized it when I packed it, it was the copy which had belonged to my (paternal) grandfather, who had passed away about a year and a half earlier.
My grandfather was a minister and a professor of philosophy at a tiny liberal arts college in Jefferson City, Tennessee. My grandfather was not a particularly talkative man, and I didn’t share his love of sports, so we mostly bonded over philosophy and literature. And in fact, we didn’t share many favorite figures or problems in philosophy, so we talked most often about literature. He loved modernist novels in general, but he had a special love of William Faulkner, one which he passed on to me.
Faulkner is one of only two prose writers I have encountered whose work is so beautiful that I often have to set it aside for a moment while I’m reading and catch a breath or two (the other being Toni Morrison, who wrote her dissertation on Faulkner). There’s something about the combination of almost unrelenting lyrical beauty (Hortense Spillers once described Absalom, Absalom! as going through a carwash without a car) with merciless plumbing of the unconscious and history of white Southern society that makes Faulkner unsurpassable for me.
Anyway, the second chapter of The Sound and the Fury, which narrates the day leading up to Quentin Compson’s suicide in Cambridge, Massachusetts, has always been one of my favorite pieces of Faulkner’s corpus, and I decided to read it on that freezing day in Brooklyn. The first paragraph is breathtaking in its own right, but as I read it, I noticed my grandfather had underlined, among a few other sparse notations, the word “Grandfather’s” in the following sentence:
"[The watch] was grandfather’s and when father gave it to me he said I give you the mausoleum of all hope and desire; its rather extruciating-ly apt you will use it to gain the reducto absurdum of all human experience which can fit your individual needs no better than it fitted his or his father’s. I give it to you not that you may remember time, but that you might forget it now and then for a moment and not spend all your breath trying to conquer it. Because no battle is ever won he said. They are not even fought. The field only reveals to man his own folly and despair, and victory is an illusion of philosophers and fools."
There was something haunting about the way the traces of his reading reached me after his death, not to mention the strange coincidences between my own situation in relation to this object and the text of the passage itself. Usually we have to step back from the texts we study, consider them systematically or theoretically; I enjoy that work, and it has its own pleasures and passions. But sometimes the conditions—history, text, place, etc—happen to align such that that scientific distance becomes unsustainable, or perhaps simply unbearable. The safety of that distance gone, your own specificity feels implicated, struck, perhaps (indeed often) in ways that can feel violent, powerful, unwelcome. In my life these moments haven’t been glorious or extraordinary, but they have been impossible to forget.
Title
A name given to the resource
This was your Grandfather's...
Identifier
An unambiguous reference to the resource within a given context
this-was-your-grandfather
Books & Reading
College Teachers
Family
Faulkner, William
Literature
Philosophy
The Sound and the Fury
-
http://humanitiesmoments.org/files/original/18/496/casserole-dish-2776735_640.jpg
3f0c7a7b7f0dc30306ee09f7014c7817
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Vegetarian Diet
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
vegetarian-diet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Residents 2021
Identifier
An unambiguous reference to the resource within a given context
graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
Dr. Andy Mink, NHC
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Taylin Nelson, 28, doctoral student
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
Source
A related resource from which the described resource is derived
<em>Eating Animals</em>
Description
An account of the resource
I rented Jonathan Safran Foer's <em>Eating Animals</em> from the library, at a time in my life when I was searching inwards and exploring my beliefs. I would listen to the audiobook as I drove, and so it was a gradual experience that took place over a month. <br /><br />My experience listening to this book opened my eyes to something which I had subconsciously known about myself all along but had not yet acknowledged. I learned about what it means to eat animals in our industrialized, capitalistic world, and how eating meat is not intrinsically bad, but circumstantially bad when it entails the suffering of animals, the health and disparity of humans, and environmental destruction for the planet. <br /><br />This book opened my eyes to a world outside of my own, and to a conscious awareness of others, that helped me to think in different ways, and believe in a moral cause. I became a vegetarian in 2017, and have centered my academic research on meat and animal studies.
Title
A name given to the resource
This is the Ocean
Creator
An entity primarily responsible for making the resource
Jonathan Safran Foer
Identifier
An unambiguous reference to the resource within a given context
this-ocean
Animal Rights
Conscientious Objection
Environmental Activism
Environmental Ethics
Environmental Justice
Foer, Jonathan Safran
Vegetarianism
-
http://humanitiesmoments.org/files/original/153/download.jpg
578d7e09f22d9298409590a8c74ae1d1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
This Couldn’t Happen to Me
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
This Couldn’t Happen to Me
Description
An account of the resource
This past year my aunt, my mother’s sister, passed away very young at age 45. Her passing devastated me and my family. The thought that kept entering my head was there’s no way this could happen to me. Tragedies, catastrophes, and other huge losses have never affected me so directly. <br /><br />Then, in one of my English classes we began to read a book <em>Beyond Katrina</em>, which detailed the destruction of Hurricane Katrina on the Mississippi Gulf Coast. Reading about these people who lost so many family members so suddenly and so young just broke my heart in ways I had never understood until now. The same thought was most likely going through their heads, this can’t be happening to me. <br /><br />It was at this time that I realized that we really are all in this together. Death and loss is a tragic thing, but it brings people so much closer and that is the most human thing I have ever felt. It was so beautifully sad.
Date
A point or period of time associated with an event in the lifecycle of the resource
April 2018
Contributor
An entity responsible for making contributions to the resource
Madison Forrest, 18, student
Identifier
An unambiguous reference to the resource within a given context
this-couldnt-happen-to-me
Source
A related resource from which the described resource is derived
<em>Beyond Katrina</em> by Natasha Trethewey
Beyond Katrina: A Meditation on the Mississippi Gulf Coast
Death
Emotional Experience
Environmental Humanities
Families
Grief
Natural Disasters
Students
Trethewey, Natasha
-
http://humanitiesmoments.org/files/original/94/farm-in-winter-960.jpg
8cc1e7a8f09b5af684159ec6a81849cc
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm in winter
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="640" height="360" src="https://player.vimeo.com/video/259907913" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Things Usually Turn Out Alright
Description
An account of the resource
<p>Esther Mackintosh explains how a single letter from her father offered solace during an especially trying period of her life.</p>
<p>As a graduate student facing an uncertain future, Mackintosh took refuge in her father’s written words, which described his own challenges as a newly married farmer during the Great Depression. His letter concluded with a question posed to his daughter: “Would it help you to know that things usually turn out alright?” Thanks to her father’s words, Mackintosh, herself a scholar of stories, could contextualize her own unfolding narrative in light of her family history.</p>
Contributor
An entity responsible for making contributions to the resource
Esther Mackintosh, President of the Federation of State Humanities Councils
Identifier
An unambiguous reference to the resource within a given context
esther-mackintosh-things-turn-out-alright
Family
Family Histories
Fathers & Daughters
Graduate Students
Great Depression (1929-1939)
Letter-Writing
Letters
Storytelling
Vocation
-
http://humanitiesmoments.org/files/original/267/Borderlands-Image.jpg
2414a1076b38ef8dfa7c86aabdd49623
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Borderlands/La Frontera by Gloria Anzaldúa
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
Dr. Marian Eide's Violence and Literature class at Texas A&M University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Gabriela Lopez, 21, Texas A&M University Undergraduate Student
Date
A point or period of time associated with an event in the lifecycle of the resource
September 2018
Source
A related resource from which the described resource is derived
<em>Borderlands</em> by Gloria Anzaldua
Description
An account of the resource
Gloria Anzaldua’s <em>Borderlands</em> was one of the assigned texts in my U.S. Mexico Border class this semester. In this book, Anzaldua writes about borders she encounters between herself and men, other cultures, and even her own culture as a homosexual Mexican-American woman from the Rio Grande Valley of Texas. She expresses a deeply planted love for her culture by using personal narrative, poetry, and the unique approach of switching between English and Spanish without warning. <br /><br />Amongst all of this literary beauty, she directly addresses the shortcomings of the Mexican-American culture. One problem Anzaldua specifically points out is machismo. She bashes machismo by calling out the oppression women experience because of this culturally developed mentality of male superiority. <br /><br />As a native of the Rio Grande Valley like Anzaldua, I know what it is to live in a community where two worlds collide and make one. Living in a place where strong Mexican influence is easily detectable by seeing the kinds of restaurants operating or by hearing the kinds of languages spoken in schools (Spanish, Spanglish, Tex-Mex), I grew a love for this fusion of cultures. With this love came a sense of duty to defend my culture which typically meant a shut mouth about its flaws. I continually accepted the explanation, “Things are the way they are because that’s how they’ve always been.” I thought if I drew attention to something I thought was wrong with my culture, I would be embarrassing my own kind. <br /><br />It was not until I read Anzaldua’s book that I realized that did not have to be true. Like a parent would, I could show tough love to my culture by teaching it to acknowledge and learn from its mistakes, instead of biting my tongue about them. The Humanities are frequently studied to learn about populations, experiences, and ideas that may seem to only be relevant in places that are worlds away. Learning about others is of great value. And so is learning from others. But let us remember that the Humanities can always have something to teach us about the worlds that are our own.
Title
A name given to the resource
Things Don't Have To Be The Way They've Always Been
Identifier
An unambiguous reference to the resource within a given context
things-dont-have-to-be-the-way-theyve-always-been
Anzaldúa, Gloria
Biculturalism
Books & Reading
Borderlands
Borderlands/La Frontera: La New Mestiza
College Station, Texas
Gender Inequality
Rio Grande Valley, Texas
Social Justice
Students
U.S./Mexico Relations
-
http://humanitiesmoments.org/files/original/13/220/Traditional_Chinese_Medicine.jpg
12e1d93b0e76ceee0317c16d4bfe6724
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Traditional Chinese Medicine
Identifier
An unambiguous reference to the resource within a given context
traditional-Chinese-medicine
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
The topic of the resource
A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
An unambiguous reference to the resource within a given context
contested-territory
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
Humanities Center
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Lesley Jane Mace, 40, Social Studies Teacher
Date
A point or period of time associated with an event in the lifecycle of the resource
July 23rd, 2018
Description
An account of the resource
The study of contested territory for me has alway been a story of land and/or ideological dispute between colonial powers, regional peoples, religious factions, or other distinctions that come into play as humans acquire land and promulgate cultural traits and ideologies.
Contested territory is more than a story of “us versus them” or “them vs. them.” In fact, “them” is not a singular entity.
During a National Endowment for the Humanities Summer Institute, we had the pleasure of hearing from UNC professor Gang Yue, Chair of the Department of Asian Studies. He opened a lecture on Communism Today by sharing the experience of his parents, both doctors, during mid-twentieth century China. In 1950, Chairman Mao announced that there would be a, “complete unification of Chinese medicine” (qtd. In Levinovitz’s article, Chairman Mao Invented Traditional Chinese Medicine). Despite being educated in cutting edge medicine in one of China’s top hospitals, both Professor Yue’s parents were reeducated in traditional medicine which westerners have come to identify as synonymous with China. Yue’s mother and father were sent to rural, outlying provinces for several weeks to treat the countries remote population.
Through his story, it became clear that his parents had vastly different opinions of their experience both with their training in traditional Chinese medicines and practicing in the rural provinces of China. While his father looked down at his reeducation experience, Yue’s mother found many practical purposes of traditional practices which she incorporated in her field of gynecology. In addition, she remembered her practice in rural China as the most rewarding service in her career, providing medical care to those in need rather than with the elites in urban China.
Upon hearing this story, my romanticized view of a China, steeped in tradition, that continued to remain a practicing culture of traditional medicine, was shattered.. More disturbingly, I realized that I had bought into the cultural myth and view of the “mysterious Orient,” ignoring my own first lesson to students to not “mythisize” or “otherize” people. More importantly,Yue’s personal narrative opened my eyes to the complicated task of curating stories to try and define a singular experience of contested territory. People have differing memories despite being from the same side of the same coin, even those individuals who are a part of the same family. As with any narrative, there is no singular experience of a contested territory.
Title
A name given to the resource
There is No Singular Experience
Identifier
An unambiguous reference to the resource within a given context
there-is-no-singular-experience
China
Communism
Medicine
Teachers & Teaching
World History
Zedong, Mao
-
http://humanitiesmoments.org/files/original/132/08teslaroadster1.jpg
8acae86f9475d868f529faa8c92029e6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Tesla Roadster orbiting Earth
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The world we live in isn't as big as you may think
Description
An account of the resource
On Tuesday February 6th of 2018, I watched SpaceX launch Falcon Heavy and successfully land two of its boosters. This launch was inspiring to many people because it was the first rocket launched capable of reaching Mars. The fact that Musk choose to launch his personal Tesla Roadster as a deadweight payload was a truly remarkable sight. The world was shown video footage of an already revolutionary electric car soaring above the atmosphere on a rocket developed by a wildly successful private space company.
However, this was very touching to me for a different reason. The last time the world experienced this level of competition over space exploration was the cold war. This race granted us a variety of technological innovations that helped the quality of life of citizens all over the globe including braces, smoke detectors, freeze dried food, and water purifiers just to name a few. These are great products but it is saddening to know that they were only possible due to a huge conflict between world superpowers where disputes between politicians put millions of innocent lives at risk.
The world we live in is full of conflict and competition. Tensions are high between the citizens of our nation and it is easy to feel like the world is very divided. I want to see a generation that focuses on bringing people together and fighting to improve everybody's quality of life rather than focusing on distances and widening cultural divides.
Seeing a dummy in an electric car soaring through the atmosphere instead of a nuclear warhead hit me with a wave of emotion. The blue sphere in the background was mesmerizing- you cannot see borders, buildings, populations, or the small parts of life we become accustomed to. The only sight is the entirety of our world. Just a small orb containing every human, every home, every life on earth together. Space exploration not only allocated money toward research and science rather than war and hate, but it brings the human race together in a way that nothing else can do.
I truly feel like my life has changed since seeing this. Whether I am driving around or standing in line among strangers I feel more care and respect for those around me. I know that I am a very insignificant part of our entire world and I feel more connected to those around me rather than living life looking for differences. Some may argue that we should focus on problems here on Earth but I think that space exploration brings us the innovations we did not know we needed here in the first place. In addition to that, I have never felt as connected to the rest of the world as I do now after seeing the February 6th launch. I think it is time we focus less on being citizens of our divided nations and put more effort into becoming citizens of this planet we share.
Source
A related resource from which the described resource is derived
Falcon Heavy launch
Creator
An entity primarily responsible for making the resource
SpaceX
Date
A point or period of time associated with an event in the lifecycle of the resource
February 6th, 2018
Contributor
An entity responsible for making contributions to the resource
George, 21, student
Identifier
An unambiguous reference to the resource within a given context
world-isnt-as-big-as-you-think
Cold War
Earth
Electric Cars
Falcon Heavy
Human Beings
Humanity
Interstellar Travel
Musk, Elon
Space Flight
Space Tourism
SpaceX
Students
Technology
Tesla Automobiles
World Citizenship
-
http://humanitiesmoments.org/files/original/7/109/P7130078.JPG
6abd2ca041c48b7069e997d13a7e9351
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Bosporus Strait
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
#Humanitiesinclass
Description
An account of the resource
This collection includes contributions from members of the National Humanities Center's education project Humanities in Class. The project aims to develop a deeper portfolio of curricular materials and help set standards for humanities education that highlight differences among humanities disciplines.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The World from My View
Description
An account of the resource
I have traveled many places and have tried to capture what I found unique, beautiful and different. But, this place, along the Bosporus Strait which merges the European region of Istanbul, Turkey, with the Asian region of Istanbul, Turkey, to be one of my favorites. At first I remember seeing this building and quickly trying to get out my camera to snap a photo before the ferry we were on quickly passed. However, it wasn’t until later I realized that the quick photo I managed to take of an abandoned building revealed more than I expected. As you can see, here is an old building, run down but with a history that I would love to know. Now, the immense growth and economic development peeking out from behind the building in the skyscrapers that dot the landscape show a new chapter to the story and its development.
As I reflected on the moment in my life when I realized the capacity of the humanities, experiences I have embarked on, and appreciation of the geographical landscape, I realized it was a culmination of events that began in my world regional studies course at Texas State University – San Marcos, TX. My professor, Byron “Doc” Augustine, opened my eyes to the world through his lectures, stories, and passion for travel. I realized I was where I needed to be and soon after changed my degree with his guidance. It was not the last course I took from him, but one I sincerely attribute my passion for geography, social studies and the humanities.
It seemed each day he shared with us a glimpse of his perspective when viewing the world geographically and noted that - if you are ever given the opportunity in life to travel you should take it. I have since lived by those words and tried to travel both domestically and internationally to understand the different cultures and ways of life in this vast world. I still have so much to see. This passion for the humanities further deepened when I began teaching world geography, human geography and GIS. Learning from my students, sharing my experiences and broadening not only their understanding but mine as well, has and will continue to shape how I perceive the interactions between people on Earth.
Without my introduction to geography I would have never captured this image and more so, if I had, I likely would have only seen the beautiful old building and not the depth of human interactions across the landscape.
Subject
The topic of the resource
Without my introduction to geography I would have never captured this image and more so, if I had, I likely would have only seen the beautiful old building and not the depth of human interactions across the landscape.
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
Contributor
An entity responsible for making contributions to the resource
<a href="http://nationalhumanitiescenter.org/humanities-in-class-guide-thinking-learning-in-humanities/">Megan Webster</a>, Educator
Identifier
An unambiguous reference to the resource within a given context
the-world-from-my-view
Geography
Humanities Education
International Travel
Istanbul, Turkey
Landscapes
Photography
Teachers & Teaching
The Bosporus
-
http://humanitiesmoments.org/files/original/7/105/7358972234_b6c87cd027_b.jpg
babd8147f4fc55e2dde4f7a8be1c3eb0
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Virginia State Capitol
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
#Humanitiesinclass
Description
An account of the resource
This collection includes contributions from members of the National Humanities Center's education project Humanities in Class. The project aims to develop a deeper portfolio of curricular materials and help set standards for humanities education that highlight differences among humanities disciplines.
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="640" height="360" src="https://player.vimeo.com/video/259915690" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Virginia State Capitol: Past and Present
Description
An account of the resource
I had been to the Virginia State Capitol many times since I moved to Richmond in 1989. I’ve viewed proceedings in the House and Senate chambers, held meetings for students, given several lectures in the meeting rooms, and toured the building with family, friends, and students. Yet, until I took part in the Humanities in Class project with the National Humanities Center, I had not thought carefully about why the building was so important, both to me and to the people of Virginia. Just recently I visited the Capitol with a group of students and as I looked up at huge white columns and wandered through the building, I began to think more deeply about the transformative nature of this place. I looked past the architecture, the museum pieces and the contemporary issues debated in the General Assembly to the problem of race in the history of Virginia. I also began to think of its ability to transform the lives of my students.
An architectural design conveys the meaning or purpose of a building. The designer want us to experience something when we see, enter, or tour a building. But it strikes me that the architecture itself can have many meanings and that historical events and people who live and work in buildings can transform their original intent. The humanities should teach us to appreciate architecture and understand the meaning of public buildings, but they also give us the tools to see beyond the edifice, the structure, the artistic beauty. When we look beyond the purpose of the building to the people inside, we are likely to find a new and different meaning and purpose.
Subject
The topic of the resource
An architectural design conveys the meaning or purpose of a building. The designer want us to experience something when we see, enter, or tour a building. But it strikes me that the architecture itself can have many meanings and that historical events and people who live and work in buildings can transform their original intent. The humanities should teach us to appreciate architecture and understand the meaning of public buildings, but they also give us the tools to see beyond the edifice, the structure, the artistic beauty. When we look beyond the purpose of the building to the people inside, we are likely to find a new and different meaning and purpose.
Source
A related resource from which the described resource is derived
The Virginia State Capitol
Creator
An entity primarily responsible for making the resource
Thomas Jefferson with Charles-Louis Clerriseau
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2017
Contributor
An entity responsible for making contributions to the resource
<a href="http://nationalhumanitiescenter.org/humanities-in-class-guide-thinking-learning-in-humanities/">Daniel J. Palazzolo</a>, 56, professor of political science at the University of Richmond
Identifier
An unambiguous reference to the resource within a given context
virginia-state-capitol-past-present
Architecture
Capitols
Clérisseau, Charles-Louis
History
Jefferson, Thomas
Presidents of the United States
Professors
Public Buildings
Racism
Richmond, Virginia
Teachers & Teaching
University of Richmond
Virginia State Capitol
-
http://humanitiesmoments.org/files/original/18/442/HM_Video_Game_Image.jpg
71668b41ee9469601a52925a85c34165
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Video game controller
Source
A related resource from which the described resource is derived
Pixabay
Identifier
An unambiguous reference to the resource within a given context
video-game-controller
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Residents 2021
Identifier
An unambiguous reference to the resource within a given context
graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
The Virtual Summer Residency Program
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Cameron Lee Winter, Ph.D. Candidate
Date
A point or period of time associated with an event in the lifecycle of the resource
April 2021
Source
A related resource from which the described resource is derived
<em>The Legend of Zelda: Breath of the Wild</em>
Description
An account of the resource
Video games are kind of known for having pretty bland or shallow main characters. From the perspective of the video game developer it makes sense: you want to allow your audience to easily ‘slide into’ the character they control with as little resistance as possible. It makes for pretty bland story meant to foreground the often-simplistic plot and as long as the gameplay is good, the puzzles are intriguing, and the aesthetic is polished and beautiful me and many others are pretty content. It’s a successful model. <br /><br />For example, in <em>The Legend of Zelda</em> series, the main player-character Link has, in his thirty-five years of appearances in the franchise, had no spoken dialogue whatsoever. So, suffice it to say, you don’t expect to get a lot of emotionality out of this character. This is part of the reason that I chose to finally play <em>Breath of the Wild</em>, the latest installment of the Zelda franchise, during the time after my father-in-law’s passing this year. It’s a safe game—escapist in a way—especially in that the player character Link has no heavy backstory. <br /><br />I saw a similar setup beginning in this game but noticed it was different in a few significant ways. Link, instead of being a teenager who has lived his life in some small village, is instead a young man awakening out of some kind of hibernation vessel in an old ruin. He has no memories whatsoever. Like us, he has no knowledge of any kind of back story, no idea where he is, and must re-learn the basics from fighting to cooking. It makes sense, we as the audience don’t know how to fight in this game. We don’t know the mechanics of cooking. We don’t even know the physics, tools, or geography of this place that Link is supposedly from. So, it’s helpful to learn alongside the character and see his joy in cooking a simple dish for the first time or figuring out a puzzle that in hindsight was incredibly easy. <br /><br />But, as I wandered through the game a bit blithely and ignorantly, enjoying the light music, the beautiful vistas, and the engaging puzzle-dungeons—I reveled in knowing as much as Link, which is nothing. Everything was a sublime and beautiful discovery! As I moved along the main plotline, I encountered one of the important, secondary missions: find Link’s missing memories—locations only given by a certain picture of a vague landmark. <br /><br />It’s a challenge to figure out where things are in relation to a distant mountain peak and a lone tree—rather like being told that a needle is on the left side of the haystack—but it’s quite fun to wander within this nearly empty landscape of old ruins, small enclaves of civilization, and monster camps dotting the plains and forests. But, as I recovered these memories, the feeling of freedom in this game begins to take on a more emotive depth and motivation. I began to learn about Link and Zelda’s deep friendship and his relationships with the other Champions … All of whom are… by the events of this story you discover… dead (Well, Zelda isn’t technically dead but in a magical battle keeping the monstrous Ganon locked in the castle itself). <br /><br />Instead of being this free hero wandering the land, you’re now burdened with memories of a lost community and traumas that you… or Link… didn’t realize you were carrying or having to carry. The shadow of Ganon, the ultimate villain of the game that continually haunts the horizon, is not so much a boring baddie but the source of your grief. You see, to me, <em>Breath of the Wild</em> is a story about grief, told through the most ostensibly shallow of player characters. <br /><br />The proximity of my own grief, I think, colored my vision. But, Nintendo plays with the expectations of this blank player-character to force the audience to connect with Link on a more personal level and consider the possibilities for this series to exist on a deeper emotive level than had ever happened previously. In a sense, Link’s amnesia is a kind of denial of loss itself that, to win the game, you must confront. Link, like myself, might be considering: Why do I need to think about this, why do I need to recall these memories? It doesn’t help to think. And, for the game and for my own life: that’s true, to a certain extent. <br /><br />You can technically beat the game without recalling any memories, but it’s certainly much easier to do once you engage with them. More allies become available to help you in your quests. You get more heart containers, helpful items, and fighting techniques; you meet more cool characters and explore more of the absolutely gorgeous map. You don’t need to remember… but in a way, the game tells you that you need to remember. I too can go through my life without remembering my father-in-law—repressing the thoughts of loss that emerge in moments of abstract and difficult to trace anger or sadness. I don’t need to remember… but I do need to remember. <br /><br />As the game concludes and Link avenges his friends by finally defeating the main villain Ganon, their spirits appear before him one last time before disappearing into the sky. They don’t return or reincarnate, they leave. I think in this scenario, Link can move on with some degree of peace not because he’s avenged them or forgotten them but because he remembers. What does it mean for me to remember? I’m not sure yet. I won’t get a moment where some disembodied spirit will give me a nod before disappearing. I do need to remember.
Title
A name given to the resource
The Unexpected Grief of <em>Breath of the Wild</em>
Identifier
An unambiguous reference to the resource within a given context
unexpected-grief-breath-wild
Family
Grief
Legend of Zelda
Self-Realization
Video Games & Gaming
-
http://humanitiesmoments.org/files/original/13/198/E784D031-CBF9-4E1B-9AAF-58C307468D36.jpeg
cc195d55b54f28406f8b1a1e7efd5215
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Map of South Vietnam
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
The topic of the resource
A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
An unambiguous reference to the resource within a given context
contested-territory
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Referrer
For internal use only, for tracking and metrics.
Andy Mink
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Breanna Holtz, 26, Social Studies teacher in Oregon
Date
A point or period of time associated with an event in the lifecycle of the resource
July 25th, 2018
Description
An account of the resource
Over the course of the National Humanities Center Institute on Contested Territory: Southeast Asia 1945-1975 through the National Endowment for the Humanities, I learned about the contributing factors to the definition of territory. For instance; how territory is defined, claimed, argued about, and taken away. Territory is far more than just a physical space that a leader governs and taxes. Territories are full of people from different backgrounds, religions, experiences, and ethnicities. Southeast Asia, and Vietnam in particular, is a place where many local powers and foreign governments have tried to establish their mark and expand their own territory to fulfill their imperialistic agenda.
The map that is shown is a map of South Vietnam and the different ethnic groups that reside within. There are three umbrella ethnicities, with multiple ethnicities within each umbrella. When I first looked at this map, I was fascinated that all of these ethnicities are present in South Vietnam. After closer analysis and further learning about territory, it began to become even stranger to me that a foreign power would have the audacity to try and take when there are so many interests at play. Many colonial powers considered their interests alone without the thought of how they were carving up locations primarily in the Global South. The idea of territory, then, becomes much harder to describe. It also becomes much harder to figure out to whom the territory belongs. The perspective of the people who live in a particular space are frequently at odds with those who come in and try to make the space theirs. My understanding of territory as something that can be fought over and “won” is complicated by the idea that just because an area is titled something or is officially run by a leader, does not mean that the territory belongs to that person or group of people.
Title
A name given to the resource
The Truth About Territory
Identifier
An unambiguous reference to the resource within a given context
truth-about-territory
Source
A related resource from which the described resource is derived
Map of South Vietnam
Cartography
Geopolitics
Imperialism
Southeast Asia
Teachers & Teaching
Vietnam
-
http://humanitiesmoments.org/files/original/11/127/candle.jpeg
7012bb1fd4c0b929f3395881a6361928
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Candles
Creator
An entity primarily responsible for making the resource
Pixabay
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kluge Scholars
Description
An account of the resource
Humanities Moments contributions from scholars at the John W. Kluge Center at the Library of Congress
Identifier
An unambiguous reference to the resource within a given context
kluge-scholars
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="640" height="360" src="https://player.vimeo.com/video/252942640" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Transformative Power of Dialogue
Description
An account of the resource
Growing up in a very small town that once had the most churches per capita in the country, Catherine Newell was around many people who were believers. Moving away from her hometown, she encountered a more religiously diverse environment, opening her mind to other possibilities. During her final term in college, she stumbled into a Rabbinic Judaism class. While the texts ignited her intellect, it was the class dialogue that moved her in a profound way. Now a professor of religious studies herself, Newell reflects on how the class offered an ideal model of collective academic inquiry: respectful and passionate dialogue.
Contributor
An entity responsible for making contributions to the resource
Catherine Newell, assistant professor of religious studies, University of Miami & The John W. Kluge Center at the Library of Congress
Identifier
An unambiguous reference to the resource within a given context
newell-transformative-power-dialogue
Professors
Rabbinic Judaism
Religions
Religious Studies
Vocation
-
http://humanitiesmoments.org/files/original/36/NY_architecture.jpg
5e8ec44e204523721ce833d730af9c71
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
New York, New York
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Player
html for embedded player to stream media content
<iframe width="560" height="315" src="https://www.youtube.com/embed/pP8Uqcl0sCM" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Streets of New York Are Like a Library
Description
An account of the resource
In this video submission, artist Carter Thompson discusses how a recent exhibit on the Harlem Renaissance revealed some of the fascinating history of the century-old building in which he lives and helped him feel a connection across the decades with those who lived in the neighborhood before him.
Thompson describes how his sensibilities as an artist are informed by the stories of those who have walked the same streets, or seen the angle of the light in much the same way. He also notes how the humanities help us to bridge differences wrought by time and vastly different life experiences, and to find the common threads of our shared humanity.
Contributor
An entity responsible for making contributions to the resource
Carter Thompson, artist and designer
Identifier
An unambiguous reference to the resource within a given context
new-york-is-like-a-library
Source
A related resource from which the described resource is derived
An art exhibition on the Harlem Renaissance
Architecture
Art Exhibitions
Artists
Harlem Renaissance
History
New York, New York
Photography
Storytelling
-
http://humanitiesmoments.org/files/original/426/HM_Newfoundland.jpg
2b03ccac6cce87728e7866132536ef89
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Airport
Identifier
An unambiguous reference to the resource within a given context
airport
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
An assignment in school
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Donna Rich, HS Senior
Date
A point or period of time associated with an event in the lifecycle of the resource
2019
Source
A related resource from which the described resource is derived
<em>The Day The World Came To Town: 9/11 in Gander, Newfoundland</em> by Jim DeFede
Description
An account of the resource
A few years ago I was riding in the car with my mom. She was listing to a book called <em>The Day The World Came To Town</em>. It’s about how the small town of Gander, Newfoundland came together when 38 commercial planes were diverted to their airport on 9/11 when airspace over the US was shut down. When I got home, I downloaded the audiobook and started listening to it. I was intrigued by how the small town of barely 10,000 people came together to help 7,000 people who were stranded there for about 5 days. It shows how there are still good people in the world that care. <br /><br />The terrorist attack against the United States could have turned many people against each other and left people with no hope in humanity, but in the small town of Gander, people came together to support people they didn’t know. Because the Canadian government was worried about possible terrorist threats in the belly of the planes, passengers were only allowed to take their carry-on baggage off the plane into the town of Gander. Some people had medications stored in their suitcases in the belly of the plane that they weren’t able to access. Pharmacists in Gander spent many hours contacting pharmacies and doctors all over the world in order to fill those prescriptions for free for the passengers. It overwhelmed me to hear about the drug store donating 4,000 toothbrushes, grocery and department stores donating anything on their shelves the passengers might need, and townsfolk emptying their closets of towels, sheets, blankets, and old clothes for the passengers. Homeowners offered spare bedrooms to passengers to sleep in and free showers. Young women volunteered their spare time to clean the showers at the gymnasium so that passengers could keep clean. Everyone came together to help people they had never met before.<br /><br />The Canadian government knew that there were possible terrorist threats on the incoming planes, but they still allowed them to land at Gander in order to help America. This taught me that no matter what country you live in, we all need to rely on each other sometimes. The book mentions how the only way to live in Newfoundland was with the help of others. Newfoundlanders had built a huge sense of community together. If anyone needed anything at all, they just needed to ask a neighbor and they would help out. <br /><br />Hearing this spectacular story made my faith in humanity grow stronger. It still amazes me how such a terrible event like 9/11 could bring so many people together. It changed my perspective on 9/11 and made me realize that, although the terrorist attacks were in New York City, it didn’t just affect the people living there. Not only did it cause Americans to unite, but people all over the world. A passenger on Lufthansa flight 400, Werner Baldessarini, was able to experience the strong sense of community that the folks of Gander fostered, noting “There was no hatred. No anger. No fear in Gander. Only the spirit of community. Here, everyone was equal, everyone was treated the same. Here, the basic humanity of man wasn’t just surviving but thriving” (DeFede 194). The feeling of community and togetherness was so strong that in his short 5-day stay, he was able to see it. The people in Gander welcomed the stranded passenger into their town, their schools, and their homes, they didn’t see them as strangers, but as friends. This book helped me to realize the importance of strong communities, and that good things can come from bad situations. <br /><br />DeFede, Jim. <em>The Day The World Came To Town: 9/11 In Gander, Newfoundland</em>. Harper Collins, 2003.
Title
A name given to the resource
The Spirit of Community
Identifier
An unambiguous reference to the resource within a given context
spirit-of-community
Books & Reading
Community
Newfoundland, Canada
September 11 Terrorist Attacks, 2001
-
http://humanitiesmoments.org/files/original/18/508/McEwen_German_House_Franklin_TN.jpg
61d588c87ddc636b5da1912c1f36af60
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
McEwen German House, Franklin, TN
Identifier
An unambiguous reference to the resource within a given context
mcewen-german-house
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduate Student Residents 2021
Identifier
An unambiguous reference to the resource within a given context
graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
NHC Graduate Student Summer Residency, 2021
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Lauren Eastland, 52, PhD Candidate, University of California, Davis
Date
A point or period of time associated with an event in the lifecycle of the resource
1973
Description
An account of the resource
For as long as I can remember I have found peace in libraries. Just the idea of them makes me smile. My earliest memory of being in a library is from when I was a young child, around four years old, in the town of Franklin, Tennessee. The War Memorial Public Library was housed in a historic Victorian house in the downtown area of what was then a small city of about ten thousand people. I remember walking into the main room and seeing a large, dark-wood desk occupied by a matronly librarian who greeted me with a friendly smile. I remember that the children’s books were in a room to the right, which was filled, floor-to-ceiling with closely spaced shelves of books and the worlds they contained. It smelled old in there and was always kind of dark, with light entering mainly through the large windows on one side of the room. This lent an air of mysteriousness and I always felt like I was on an adventure, an intrepid explorer alone among the aisles of books that dwarfed me. I remember being a little anxious and maybe even a little frightened, but I loved the feel of the books in my hand. The excitement of getting to choose a pile of them to take home, as many as I could carry, was stronger than my fears. I felt empowered.
When I reflect on it now, I realize that these trips to the library must have been just as important to my mother as they were to me. She was and still is a voracious reader, and was always in the middle of numerous books, which were scattered throughout the rooms of our house. I have always admired her ability to pick one up and read a few pages in the interstices of her busy day, grasping onto moments of escape wherever she could find them as an effectively single mother, nursing student, and homemaker in the early 1970s. There were four of us and I was the “baby” by six years, which meant that I was privileged to spend time with her and do things that she didn’t have the time to do with my older brothers and sister, who were all spaced a couple of years apart. While they were in school, we sometimes got to do special things like going to the library.
Sitting alone among the stacks, pulling a book off the shelf to see what was inside, reading some of it right there to see if it was worthy of taking home to read again and again…I still get the same excitement from it today as I did when I was four years old. That same profound sense of peace and possibility comforts me every time I enter a library, and I still do it every chance I get.
Title
A name given to the resource
The Solace of Libraries
Identifier
An unambiguous reference to the resource within a given context
solace-of-libraries
Books & Reading
Family
Libraries
Mothers & Daughters
-
http://humanitiesmoments.org/files/original/4/512/Auschwitz.png
36b3932ee9dfcaf970464a5cf01132cb
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Auschwitz-Birkenau
Identifier
An unambiguous reference to the resource within a given context
auschwitz-birkenau
Source
A related resource from which the described resource is derived
Rebecca Watt
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Educators
Description
An account of the resource
This collection features contributions by teachers, education administrators and others involved in teaching at levels K-16.
Identifier
An unambiguous reference to the resource within a given context
educators-humanities-moments
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
professional development
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Rebecca Watt, Social Studies Teacher and avid traveler
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
Source
A related resource from which the described resource is derived
Auschwitz-Birkenau Memorial and Museum
Description
An account of the resource
We (my mother, father, sister, and I) were travelling in Poland (where my mother's family is from). One of the places we visited was Auschwitz.
Every year I teach about World War II including the Holocaust. I share photos from my travels with my students throughout the school year, but it is something I was not able to photograph that chokes me up every year. The shoes. There is a large room, really more of a warehouse, with what looks like a large aquarium along one side (glass floor to ceiling). It is mostly (and used to be) full of shoes. Over time the shoes have begun to disintegrate and settled, making the number look smaller than what they represent. Knowing that it was common for individuals to have only one pair, maybe two pairs, of shoes means that every pair represents a person. You can talk about the sheer number of people who died in the Holocaust, in World War II, but those are abstract and sometimes too large to comprehend. But the shoes make those numbers real - real people, real families, real lives lost...maybe people my mother's family knew or lived near or went to school with. People who were removed from their homes, put on trains, sorted when they disembarked, stripped of their possessions and identities and murdered. Every year when I talk about this with my students, I have to pause and collect myself. And every year I hope that I am providing a sense of the personal into our history class so they don't ask the question "why are we learning about this?"
Title
A name given to the resource
The Shoes
History Education
Holocaust
Teachers & Teaching
World War II (1939-1945)
-
http://humanitiesmoments.org/files/original/13/209/Humanities_Moment_Rambo.jpg
22773fcab21c23fc30f56577cf832929
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rambo
Identifier
An unambiguous reference to the resource within a given context
rambo
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
The topic of the resource
A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
An unambiguous reference to the resource within a given context
contested-territory
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
National Humanities Center
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Brittanee C. Rolle, 28, Teacher
Description
An account of the resource
It was the beginning of another morning session for Contested Territory and I was still circulating ideas in my mind about connections between Vietnam and the South Side of Chicago. While perusing my notebook to find a clean page, our speaker for the session was introduced and we all settled in for the lecture. I looked up to hear a tall bearded white man with an unrecognizable accent. I’m looking closely at his mouth to help me decipher his words when I make out Rambo. Rambo was his entry point into the study of Vietnam and the Vietnam War. Immediately, my reaction is visceral and I tensed up. Images of what seems to be senseless violence on brown bodies flash before me and his voice goes mute in my head. The phrase senseless violence repeats in my mind until I remember where I’ve heard it used before. Senseless violence is the phrase that trivializes gang violence which leads to very little investigation of homicides and allows it to persist on the South and West Side of Chicago. I decided Contested Territory for my students would be a lesson challenging them to see gang violence as more than just violence, but intimate communities that are fighting over land, economic safety and respect, similar to the motivation for many wars in Vietnam. Contested Territory is a way that students could learn about a people and a history far from us while feeling just how close those realities are to their neighborhood.
Title
A name given to the resource
The Senselessness of Rambo and Other Things
Identifier
An unambiguous reference to the resource within a given context
the-senselessness-of-rambo-and-other-things
Chicago, Illinois
Teachers & Teaching
Vietnam
Violence