1
30
405
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Machu Picchu
Description
An account of the resource
Machu Picchu
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machu-picchu
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Through professional development
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Wendell Johnson, 52, Social Studies Teacher
Date
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March, 2002
Source
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Hiking the Inca Trail, visiting Machu Piccu
Description
An account of the resource
Sure, I had studied the Incas in school. I knew about Machu Picchu or I thought that I did. "You cannot judge a man until you walk a mile in his shoes" from <em>To Kill a Mocking Bird</em> describes my moment. <br /><br />The trail went through the Andes, we were able to interact with local villagers. We were able to see how they lived, in the altitude where food was scare. It was eye opening. We camped along the trail, seeing more stars than I could have imagined. I was able to the see the Southern Cross in the sky, bringing up images of people using the stars as navigation points. The engineering of the trail and Machu Picchu spoke to the Incas' advanced society. That being said, the trail was tougher than anticipated. But worth the trip due to your view of Machu Picchu as you come up to it. It is a spiritual place and when I first saw it I could not move, I just stared at it. <br /><br />Walking throughout the area brought to life for me all that I had studied. We were able to see the terrace farming concept, the temples, all at this altitude, making me wonder about how this was accomplished. The manpower needed. . . This has impacted how I teach the Incas to students. It enables me to tell stories that they might not be able to read about in the class, showing pictures from Machu Picchu. For me when I teach this to students it brings back the memories.
Title
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The Inca Trail
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the-inca-trail
Agriculture
Cross-Cultural Relations
Inca Civilization
Inca Trail
Lee, Harper
Machu Picchu
Peru
Teachers & Teaching
To Kill a Mockingbird
UNESCO World Heritage Site
World History
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Artifact
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Will Beattie
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artifact
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Graduate Student Residents 2021
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graduate-student-residents-2021
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NHC Graduate Student Summer Residency
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Will Beattie, 29, Graduate Student
Date
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July 2018
Source
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Treasures of St. Cuthbert, Durham Cathedral.
Description
An account of the resource
In the summer of 2017 I was visiting my family in the northeast of the UK as I prepared to begin my Ph.D. in the United States. I had been out of academia for a few years and was eager to get back to working on my passion - the literature of early medieval England. As luck would have it, in that same year Durham Cathedral had launched a new exhibition of the relics of the Anglo-Saxon hermit and bishop, St Cuthbert. After some convincing, my parents and I went up to Durham for the day and my father and I came face-to-face with the incredible trove. <br /><br />Cuthbert lived in the 7th century and, despite the vast chasm of time between him and us, we know a surprising amount about him. Thanks to the work of the Venerable Bede and his 'Life of St Cuthbert,' his piety and asceticism are well-documented. He lived through the Synod of Whitby in 664, a turning point in Christian history in Britain. He spent many of his years at the monastery of Lindisfarne, and in 676 he moved to isolated Farne Island to live out the rest of his days in religious contemplation as a simple hermit. <br /><br />Thirteen centuries had elapsed between his death and my visit to Durham Cathedral. His life and works are still remembered. They factor heavily in my research. Yet despite his renown, the collection of 'relics' is meagre. Only a handful of items (most famously his coffin, his cruciform pendant, and his comb) survive to us. Standing in that undercroft, I was reminded how little of the past survives to us. Cuthbert was one of the lucky ones who was able to pass something of himself down to us. How many thousands of people, how many millions of artefacts, have been lost to time? In so many ways, the history of early Britain is a patchwork of fragmentary texts, muddy foundations, and shattered objects. As a researcher, I have to be diligent and avoid the traps of generalising the period and its inhabitants. But we are still discovering things every year, and we are still adding to that patchwork of history.
Title
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St Cuthbert: Just One Voice in a Silent Crowd
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saint-cuthbert-one-voice-silent-crowd
Anglo-Saxon
Artifacts
History
Literature
Material Culture
Medieval History
Museum
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Immaculée Ilibagiza, survivor of the Rwandan genocide
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Wikimedia Commons
Text
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Dr. Marian Eide -Texas A&M University
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Cynthia Tomaselli, 21, Student
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November 2018
Source
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“Rwanda can be a paradise again, but it will take the love of the entire world…and that’s as it should be, for what happened in Rwanda happened to us all – humanity was wounded by the genocide.” – Immaculée Ilibagiza, Rwandan author
Description
An account of the resource
I read this quote in a Starbucks cafe two weeks before final exams.I was completely focused on the overwhelming cluster of due dates standing in between me and graduation. One of the deadlines that was rapidly approaching was my annotated bibliography for my Senior Seminar. I had chosen the Rwandan genocide, thinking I would have a large amount of information to create a decent paper. The genocide stemmed from Hutu extremists calling for the mass extermination of the Tutsi people after blaming the Rwandan Patriotic Front, a Tutsi rebel group, for the death of Rwandan President Juvenal Habyarimana. This ultimately led to the death of 800,000 Tutsis and moderate Hutus.I was indifferent to this issue as it was merely to be another ten page paper that I planned to procrastinate until the last minute. As I scoured the internet for a variety of sources regarding the mass genocide of nearly one million people, I came across a quote posted on the United to End Genocide website.
“Rwanda can be a paradise again, but it will take the love of the entire world…and that’s as it should be, for what happened in Rwanda happened to us all – humanity was wounded by the genocide.”
– Immaculée Ilibagiza, Rwandan author
Rwanda. A country that experienced a mass tragedy in the short span of 100 days was forgotten about. Kurt Cobain had just been found dead in his apartment and the FIFA World Cup were capturing the attention of the United States. America had turned it's head to mass killing of almost a million people. This quote by Immaculée Ilibagiza shows me that we let down humanity on April 6th, 1994. We turned away from a problem that was "too big for us to face". But in the face of injustice that this quote address, I was able to find hope. For this isn't the end. Rwanda CAN become a paradise. But we must nurture it with empathetic arms. We must see the victims as our community rather than a series of statistics. We wounded humanity by our silence, but it is not too late to turn this mindset around. The first step at a better tomorrow rests in being aware. Our ignorance hurt Rwanda. We must make ourselves aware of these dilemmas in an effort to prevent them from happening again. By making ourselves aware we are able to place ourselves in the victims shoes. Like the quote says, "what happened in Rwanda happened to all of us. Humanity was wounded by genocide". Humanity can also stop genocide through making ourselves aware. My humanitarian moment was in a Starbucks cafe where I discovered that the same wound that humanity received from genocide is the same wound that can be healed through love.
Title
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If the World Had Been Watching
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if-the-world-had-been-watching
College Station, Texas
Genocide Prevention
Genocide Survivors
Human Rights
Ilibagiza, Immaculée
Rwanda
Rwandan Genocide, 1994
Students
United to End Genocide
-
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Title
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Television
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George Coletrain
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Unsplash
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television
Text
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email
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Kristin Jacobson, Professor of American Literature, Stockton University
Date
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April 12, 2020
Source
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<i>Westworld</i>, Season Three, Episode 5, Genre
Description
An account of the resource
<p>This episode of <i>Westworld</i> had me at its title, "Genre." I have been thinking about genre as part of my academic work since my dissertation, which became my first book, on contemporary (post-1980) neodomestic fiction, and most recently in my work on the contemporary (post-1970) American adrenaline narrative. So, as I sought a moment of escape from home and work via immersion in the alternate reality of a popular television series, my work and entertainment worlds—as so often happens in the humanities—collided.</p>
<p>While the shift from thinking about the American home to extreme sports to a futuristic world may initially strike one as nonsequiturs, our current social distancing reality highlights the distinct and blurred lines between such genres. Our lives are shaped by shifting and competing narratives about home, risk, and our control or lack of control of the future. We engage narrative—via family stories, the news, fiction—to make sense of the chaos. Yet, as the episode from <i>Westworld</i> demonstrates, knowledge may also produce panic, if not pandemonium. Laurence Gonzales in <i>Deep Survival</i> claims, "We think we believe what we know, but we only truly believe what we feel" (64). This is the power and danger of narrative.</p>
Title
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Genre: Control or Chaos
Identifier
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genre-control-chaos
Emotional Experience
Genre
Home
Professors
Television Series
Westworld
-
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Science Fiction Landscape
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Pixabay
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science-fiction-landscape
Text
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Alexandra Cenatus, assistant director of the Humanities Engagement Scholars program at UF
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Christine Taylor, 20, College student and copywriter
Date
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January 2022
Source
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<em>Dune</em>
Description
An account of the resource
I am in the middle of reading <em>Dune</em>, and while Frank Herbert has some good takeaways and powerful quotes, I was most specifically struck by how far women in media have progressed since 1965, when the book was published. In <em>Dune</em>, even the most powerful women follow a common trend of submission, even when they do not agree with their husband or the leadership. In general, there are very few lead female characters who are portrayed as important to the narrative, especially in comparison to the many military men depicted. The "Bene Gesserit," described in the novel as a fearsome and dangerous group of women, have power and wisdom, but ultimately serve the purpose of creating good genetic matches with men across the empire. Their power is immediately usurped by the protagonist of the novel, Paul Atreides. The women of this novel are continually overruled by men, and it is almost exhausting to read this as a woman in a time where we have more agency and chances to advocate. Rather than give up on the book entirely, I was met with the realization that <em>Dune</em> is an example of how far we have come. I had finished reading Leigh Bardugo's <em>Shadow and Bone</em> series right before starting <em>Dune</em>, and in this series, as in many other modern works, women are given more advocacy. The trend in more modern books shows how we have continued to overcome the oversights of past literary and cultural norms for women, and though much progress still needs to be made, it is encouraging to read older works with this mindset.
Title
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Reading <em>Dune</em> as a Woman
Creator
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Frank Herbert
Identifier
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reading-dune-woman
Change
Feminism
Novels
Reading
Representation
Science Fiction
-
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Archives
Source
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https://pixabay.com/photos/old-letters-old-letter-handwriting-436501/
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Title
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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
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National Humanities Center Graduate Student Summer Residency Program
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Mary Wise, PhD Candidate in History at the University of Iowa
Date
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Summer 2002
Source
A related resource from which the described resource is derived
An Archival Trip
Description
An account of the resource
I hope I am not the only person who struggled to narrow their moment to a single episode. I am grateful for the prompt, though; in a summer full of dissertation writing and classroom prep, this prompt provided me an opportunity to appreciate how many times daily I interact with a humanities scholar or a piece of art, music, or literature. <br /><br />Certainly a moment that stands out among the rest happened when I was twelve years old. It was the summer of 2002 and I was home with my Mom and my younger sister. We lived in a rural part of southern Ohio and we were between visits to Winters Public Library so naturally I was bored out of my mind—the kind of boredom I find myself longing for now. I am certain that I spent the morning begging my Mom to take me to the public library again—though I know that we had already been that week. <br /><br />My Mom knew better, of course. As a consequence, I found myself re-reading a YA historical fiction book I had devoured the previous week. During this latest re-read, I must have focused on the latter half of the book because I remember reading the source page. And, that must have been when I saw it: the author had cited primary sources, a journal, from the Greene County Historical Society—that was in Xenia! That was within an hour’s drive! <br /><br />I do not remember what I said to my mother to convince her to go. I would like to think I was persuasive but I imagine I was just loud and persistent. We took her 1992 Subaru Justy—already ten years old. <br /><br />It would take me years to realize that her choice to take me to the archive that day was a risk and that it meant a sacrifice. We were, as I would learn later, one car repair away from “serious trouble” and this car was not in great shape. When she turned the key in the ignition, there was a sigh of relief: it had just enough gas to get us there and back. We only had one income at the time. I don’t remember the drive to the archive but I remember nearly every second of the visit once we stepped inside. I remember climbing the steps to the third floor and the warm smile on the librarian’s face who showed me how to fill out a call slip. She made me feel so welcome in that space, like I belonged there. And, like every good librarian wore a fantastic sweater, an orange cardigan to be exact. <br /><br />I also remember how my heart raced as I watched her disappear behind the shelves. I also distinctly remember imaging what the diary would look like and being surprised when the contents arrived in a manila folder. I stayed until closing and my mother waited patiently on the first floor for at least three hours, looking up obituaries in the microfilm collection. <br /><br />I think this moment stands out for two reasons: History seemed possible, it seemed comprehensible in that moment. It also stands out because over time and with coursework, I would come to understand how the book that brought me to the archive had flattened Ohio’s complex nineteenth century history—it had reduced this story to one of virtuous settlers and villainous Shawnee warriors. With coursework in history, English, and library and information science, I learned the vocabulary necessary to critique that book and how to find better books, better sources, and to tell more complete stories.
Title
A name given to the resource
First Archival Visit
Identifier
An unambiguous reference to the resource within a given context
first-archival-visit
Archives
Books & Reading
Greene County Public Library
Mothers & Daughters
Vocation
Xenia, Ohio
Young Adult Literature
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Title
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Japanese internment detainees
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Title
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California Humanities: “We Are the Humanities”
Description
An account of the resource
To celebrate its 40th anniversary, California Humanities invited a group of 40 prominent Californians to share what the humanities meant to them, helped shape their lives and their understanding of the world. The complete archive of these recollections is available at http://calhum.org/about/we-are-the-humanities.
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california-humanities
Moving Image
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Player
html for embedded player to stream media content
<iframe width="480" height="270" src="//www.youtube.com/embed/9zbevr0Avnk" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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Title
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Executive Order 9066
Description
An account of the resource
<p>Actor, author, director, and activist George Takei recalls his family’s resilience and ability to find joy, beauty, and love in simple treasures while imprisoned in Japanese internment camps in the 1940s. He notes that the humanities remind us that we are better than war and destruction and together are capable of bettering society.</p>
<p>To celebrate its 40th year anniversary of grant making, programming, and partnerships that connect Californians to each other, California Humanities invited a group of 40 prominent Californians to explore what the humanities mean to them. For more information visit <a href="http://calhum.org/about/we-are-the-humanities" title="California Humanities: We Are the Humanities" target="_blank" rel="noreferrer noopener">California Humanities: We Are the Humanities</a>.</p>
Contributor
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George Takei, actor, author, director, activist
Identifier
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george-takei-executive-order-9066
Activism
Actors
Aesthetics
Executive Order 9066
Families
Imprisonment
Internment Camps
Japanese Americans
Nature
Resilience
Rohwer War Relocation Center
Rohwer, Arkansas
Roosevelt, Franklin Delano
Social Justice
World War II (1939-1945)
-
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1245e7b35e3f66ed1b167ee9841f3342
Dublin Core
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Title
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Butterfly
Identifier
An unambiguous reference to the resource within a given context
butterfly
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.
At my humanities class
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I am Geraldine Galindo, I am 28 years old, and I am student at the St. Peterburg College
Date
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2019
Source
A related resource from which the described resource is derived
Angie Thomas's poem "A right to happiness"
Description
An account of the resource
The day that I recited an Angie Thomas poem at the St. Petersburg College’s auditorium was my humanities moment since this author is an inspiration for me. First, it was hard to speak and be there in front of so many classmates and professors because I am shy, so I hate to do presentations. Despite my insecurities, I participated in the open mic since everyone deserved to know this beautiful poem “A right to happiness.”
Angie Thomas is a Black American writer who wrote The Hate U Give, a book that tackles all the oppression and injustice that black people suffer from police violence. Since I read this book, I follow every work of Angie Thomas such as books, poems, and more. For that reason, I know this poem could motive myself to do infinite things and never keep silent.
This is a brief part of the poem, “Well, I am not one of those,
who will bow down to their woes.
I will stand up and fight,
fight for what I think I have the right…. Happiness….” This poem reminds me that no matter what, I need to make heard my voice, and be my own hero because no one else can save me.
Title
A name given to the resource
The Courage that You Gave Me
Identifier
An unambiguous reference to the resource within a given context
courage-you-gave-me
African American Literature
African American Women Authors
Poetry
Public Speaking
Thomas, Angie
Young Adult Literature
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Title
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Costa Rican coat of arms
Source
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Wikipedia: https://en.wikipedia.org/wiki/File:Coat_of_arms_of_Costa_Rica.svg
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/qVdYwPJk71s" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
Referrer
For internal use only, for tracking and metrics.
Beyond Despair environmental humanities conference
Dublin Core
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Title
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Redefining Patriotism and Environmental Justice in Costa Rica
Contributor
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Randall Tolpinrud, President, Pax Natura Foundation
Date
A point or period of time associated with an event in the lifecycle of the resource
1998
Identifier
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randall-tolpinrud-patriotism
Description
An account of the resource
Randall Tolpinrud describes an extraordinary experience during a trip to Costa Rica to film a documentary series with the BBC in 1998. At a celebration to commemorate the passing of the Biodiversity Act, which protects and promotes the environment and endangered species within the country, a spontaneous outpouring of national pride caused him to reconsider the very idea of patriotism.<br /><br /><em>Curator's note: For a closer look at the ways in which Tolpinrud and the Pax Natura Foundation have supported conservation efforts in Costa Rica, see <a href="https://www.youtube.com/watch?v=x6uhpk9QXNY&feature=youtu.be" target="_blank" rel="noopener">this documentary footage</a>.</em>
Biodiversity Act (Costa Rica)
Cartago, Costa Rica
Environmental Justice
Himno Nacional de Costa Rica
National Anthems
Pacheco de la Espriella, Abel
Patriotism
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http://humanitiesmoments.org/files/original/194/hemingway-900x562.jpg
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<iframe width="640" height="480" src="https://player.vimeo.com/video/279517267" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
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Heidi Camp
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On This Side of Paradise
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Mike Rizer used to avoid reading at any cost, even buying CliffsNotes when necessary. But in his sophomore year of college, Ernest Hemingway changed all that. Since then, he hasn’t stopped reading.
In the professional realm of finance, Rizer finds that avid reading makes for good storytelling. Good storytelling makes for better leadership, communication, and critical thinking. “You can give people data, but they remember the story,” he says. Rizer found The Lost Generation, and the discovery changed his life.
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Mike Rizer, Executive Vice President and Director, Community Relations, Wells Fargo Bank
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rizer-reading-hemingway
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The literature of Ernest Hemingway and F. Scott Fitzgerald
Books & Reading
Business Leaders
Fitzgerald, F. Scott
Hemingway, Ernest
-
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Glenn Gray, "The Warriors: Reflections on Men in Battle"
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Coming to Terms with the Experience of War
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<p>National Endowment for the Humanities Chairman William “Bro” Adams shares how philosophy professor and World War II veteran Glenn Gray and his book <em>The Warriors: Reflections on Men in Battle</em> helped him come to terms with his own experiences in Vietnam.</p>
<p>For centuries philosophers like Gray have sought ways to make sense of the world and better understand our place in it—from the order of the cosmos to the nature of beauty to the chaos and brutality of war. And, for just as many centuries they have inspired, intrigued, and challenged us to consider new ideas, and offered perspectives on difficult issues to help us navigate our lives and set the course of civilizations.</p>
<p>As chairman of the National Endowment for the Humanities, William Adams has helped oversee the rollout of an agency-wide initiative, <a href="https://www.neh.gov/veterans/standing-together">Standing Together: The Humanities and the Experience of War</a>, which seeks to use the humanities to help Americans understand the experiences of service members as they return to civilian life.</p>
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William “Bro” Adams, Chairman, National Endowment for the Humanities
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bro-adams-experience-of-war
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<p>For centuries philosophers like Glenn Gray have sought ways to make sense of the world and better understand our place in it — from the order of the cosmos to the nature of beauty to the chaos and brutality of war. And, for just as many centuries they have inspired, intrigued, and challenged us to consider new ideas, and offered perspectives on difficult issues to help us navigate our lives and set the course of civilizations.</p>
<p>As chairman of the National Endowment for the Humanities, William Adams has helped oversee the roll-out of an agency-wide initiative <em>Standing Together: The Humanities and the Experience of War</em> which seeks to use the humanities to help Americans understand the experiences of service members as they return to civilian life.</p>
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<em>The Warriors: Reflections on Men in Battle</em> by Glenn Gray
Books & Reading
College Students
Colorado College
Colorado Springs, Colorado
Gray, Jesse Glen
Military Personnel
Philosophy
The Warriors: Reflections on Men in Battle
Veterans
Vietnam War (1961-1975)
War
World War II (1939-1945)
-
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New England landscape
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new-england-landscape
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from a professional development project
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Cheryl Gannaway, 39, High School Teacher
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Summer 2019
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Mashantucket Pequot Museum and Research Center, Connecticut
Description
An account of the resource
My humanities moment occurred while visiting the Mashantucket Pequot Museum and Research Center in Connecticut.
This was my second to visit to this amazing museum and research center. I had stumbled upon it about 10 years ago when studying at Brown University in Rhode Island. A National Park tour guide at another site had seen my interest in Native American studies and had asked me if I had ever visited the Pequot Museum. I told him this was my first visit up to New England and had not heard of the museum. I had an extra empty day in my schedule, so headed out towards Connecticut to visit the museum. I remember being struck by the point of view of the events displayed in the museum and realized quickly that I would need to return for a much longer visit.
This summer, I decided to take my family to visit this museum. My family consists of 3 young boys (ages 10 years to 2 years). I wanted them to see the point of view of the Native Americans from a young age. My boys were very engrossed in the exhibits! It is always eye opening to see historical events from a young child's eyes. The museum is organized by historical time period where you take a self-guided tour starting with the Ice Age and going through modern times. My boys were fascinated by the hunter and gatherer exhibits and then by the Pequot Wars. They asked tons of questions and we spent a lot more time in the exhibits than I thought they would. Even my 2 year old stayed engaged throughout our entire visit. One thing my family and I loved about the museum is that their cafe serves food from that culture. By eating a delicious lunch, we learned about the native foods and plants of the area.
Personally, what really struck me about my first visit was the Pequot War. The movie is extraordinary and a 'must see.' So for my second visit, even though the sign said not to take small children in to the theater because of the content, I did take my children in and they were awestruck by the events. My second son is autistic and I worried about him watching the video with his sensory issues, but he is the one that probably took away the most from the video and asked me many in-depth questions afterwards.
What struck me the most about my second visit was a short video about the Wampum beads that were used as currency and as jewelry. The display after the video really showed the usage of these beads and I was struck that they worked with this delicate material by hand. It truly shows the focus and skills of the Pequot culture.
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Visiting the Mashantucket Pequot Museum and Research Center, Connecticut
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visiting-the-mashantucket-pequot-museum
Family
Museum Exhibits
Native American History
Teachers & Teaching
U.S. History
-
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Human connection
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My honors British & modern literature teacher, Carl Rosin.
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Corynn Fitzpatrick, 18, student
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Late 2018
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<em>Milk and Honey</em> by Rupi Kaur
Description
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I could go on and on regarding literature or art that has altered my perspective on life. I was tempted to write about watching beautiful sunsets that show that even the worst day can have a happy ending. However, I had to choose a passage from Rupi Kaur’s <em>Milk and Honey</em> which taught me that instead of filling our lives with worry, we should focus on spreading love. The passage reads: <em>most importantly love like it’s the only thing you know how at the end of the day all of this means nothing this page where you’re sitting your degree your job your money nothing even matters except love and human connection who you loved and how deeply you loved them how you touched the people around you and how much you gave them</em> <br /><br />I first read this passage while applying to college during my senior year in high school. I was so overwhelmed and worried about not getting into my number one school that I would isolate myself until everything was completed. <br /><br />Then I read this passage. I realized that in the end, it won’t matter where I go to college or the job I have. The most important thing in life is human connection. Making memories, having fun, loving and enjoying life is vital when it comes to experiencing the world as we live our lives. After reading this passage, I decided that my last year in high school should not be devoted to worry and stress, it should be the last year that I am able to make memories with the people who I have grown up with. I stopped worrying, and instead I surrounded myself with the friends that I have to part from at the end of the year. Society focuses too much on the vexatious things in life, a job, money, where we live. When we should be focusing on spreading love and being loved. Once I die, I don’t want to be remembered by my job or how much money I had; I want to be remembered for how I positively impacted the people around me. In the end, the only thing that matters is love and human connection.
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The Beauty of Love and Human Connection
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beauty-love-human-connection
Books & Reading
Kaur, Rupi
Milk and Honey
Philadelphia, Pennsylvania
Poetry
Students
-
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2696afd103588bad71de235fa4c3fa74
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St. Louis Arch
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Pixabay
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st-louis-arch
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Educators
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This collection features contributions by teachers, education administrators and others involved in teaching at levels K-16.
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educators-humanities-moments
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My school district's curriculum design project
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Michelle Lukacs, 30, Social Studies Secondary Teacher
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Fall 2017
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<em>Facing East from Indian Country</em>
Description
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In my first semester as a history grad student, I remember reading an assigned book that changed my perspective on history forever. Prior to grad school, I had a very basic and foundation building education at that point. Looking back to my undergraduate years in a history program, I realized now how traditional the views and sources were. It wasn't until I entered my grad school program that I realized how much more open the field of history has been in recent history with its intersectionality and fresh perspectives in modern scholarship. <br /><br />I had a moment that completely deconstructed my idea of U.S. History when I was participating in our class discussion on Daniel K. Richter's <em>Facing East from Indian Country</em>. In the book's introduction, Richter shares a narrative of a moment he had in a St. Louis hotel room overlooking the famous Arch structure and thought to himself what if we viewed U.S. history facing east instead of facing west? That simple perspective shift upended my grade school education and historical upbringing as a young student. No longer was the story driven and told simply from the powerful and oppressive sources. The victims of the powerful were now being told that there was value to their stories and provide a fuller understanding of history. <br /><br />Richter shares the historical problem of the lack of primary sources from American Indians but still attempts to share a narrative with their perspectives at the center. He uses an unconventional method of sourcing to achieve his goals and provides an alternative history that highlights the pain and brokenness that European colonization has caused in North America. As an educator and historian, I am inspired by Richter's work and methodology and I hope to create learning experiences for my students that will not only inform them of the traditionally missing voices in history but also share with them the new ways that the field of history has been trying to create a fuller, more accurate and balanced history that will hopefully inspire them to do the same in their futures.
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The Power of a Perspective Change
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Daniel K. Richter
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power-perspective-change
History Education
Marginalized Voices
Richter, Daniel K.
Teachers & Teaching
U.S. History
-
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Mason-Dixon Line
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Educators
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educators-humanities-moments
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<iframe width="640" height="360" src="https://player.vimeo.com/video/269213139" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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What Does It Mean to Be Southern?
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Julie Mullis, Wilkes Community College
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Community college teacher Julie Mullis describes how a classroom experience with students from diverse backgrounds and perspectives created a memorable and “multi-colored” sense of place and belonging. The conversations and debates that took place in a Humanities 122 class illuminated a profound truth for Mullis and her students: “we all had this common strand of humanity to us, no matter where we came from or how we grew up.” By considering a single topic—Southern culture—from a variety of perspectives, the classroom opened up a space for its diverse learners to celebrate both similarities and differences.
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what-does-it-mean-to-be-southern
Community Colleges
Cultural Exchange
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Southern United States
Teachers & Teaching
-
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Gilgamesh
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National Humanities Center Fellows
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Any contributions from current or past fellows at the National Humanities Center
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<p>I’m Hollis Robbins and the Delta Delta Delta fellow at the National Humanities Center, 2017–18. I was thinking about how I ended up as a scholar of the humanities and the origin would be in 1979. I had gone to college at age 16 under a math program for girls who were gifted at math. I found myself at Johns Hopkins very young and intending to study math and I signed up for a course in humanities, I think called just “Humanities” with the excellent Richard Maxey.</p>
<p>That fall he had a visiting scholar. I had no idea who it was: it was René Girard, who had just finished writing <em>Things Hidden Since The Foundation of the World</em>, in which he set forth his theory of mimesis and mimetic desire. I remember walking into the seminar room one day, from fairly rural New Hampshire and for me books were just things that you read. I had no intention in studying literature in college and here comes this man with these—what I remember mostly is his humongous eyebrows—talking about the Gilgamesh epic and his theory of mimetic desire. That our desires do not emerge from us, but our desires emerge from imitating others’ desires, that we see somebody desiring something and that we begin to desire that. He went through the Epic of Gilgamesh to play out this theory.</p>
<p>At 16 years old sitting in this classroom, the seminar room listening to him, I thought he was wrong. I thought, now I don’t know anything but what I know from reading books, from reading <em>Moby-Dick</em>, from reading Dickens, from reading anything I could get my hands on, that people like very strange things. People are self-indulgent, self-defeating, there isn’t a character in anything written by Charles Dickens that I would want to mirror or desire. I’ve been thinking about this a lot lately in arguments about—or debates about, or sort of current discourse about—slow attention spans in our students. That our students can’t read whole novels. Can’t sit and digest an epic poem. Couldn’t converse for a two-and-a-half-hour seminar without their smart phone devices.</p>
<p>I think that this is, again, quite wrong. My experience in the classroom—let me just reach for <em>Moby-Dick</em>, which I teach every spring—is that students want something different. They want to reach across centuries. They want to reach across continents. They want not to have what they are familiar with spoon-fed to them. When they are given worlds, continents, thousands of individuals characters, situations, their desires will emerge from the experience of reading literature. I’ve had students in my office who want to talk about poor drowned Pip in <em>Moby-Dick</em> or who want to understand Queequeg’s great dive into the water to save a passenger that has just insulted him.</p>
<p>Literature frees young people from the constant barrage of familiarity that social media is giving them so I’m kind of pleased with myself, actually, at so long ago having my own opinion about René Girard.</p>
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Finding Freedom from the Familiar
Description
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<p>In 1979, at age 16, Hollis Robbins found herself enrolled at John Hopkins University. Though she was there as part of a program for girls who excelled in math, she signed up for a humanities lecture class. In that day’s class, drawing upon the epic of Gilgamesh, a guest lecturer expounded on the theory of “mimetic desire,” or the idea that we borrow our desires from other people. Unbeknownst to her, the speaker was none other than famed anthropological philosopher René Girard. Yet, Hollis disagreed. In her opinion, culled from reading stories such as those of Herman Melville and Charles Dickens, people actually like “very strange things.” They are drawn to things that are different from themselves.</p>
<p>Today, as a professor of literature, her conviction holds strong, supported by experiences such as teaching Melville’s <em>Moby-Dick</em>. She finds that contrary to present-day despair about their “slow attention spans,” students want to reach across centuries to worlds unfamiliar from their own.</p>
Date
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1979
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<a href="https://nationalhumanitiescenter.org/meet-the-fellows/hollis-robbins/">Hollis Robbins</a>, Johns Hopkins University
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robbins-finding-freedom-from-familiar
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Epic of Gilgamesh; the philosophy of René Girard; Moby-Dick by Herman Melville
Baltimore, Maryland
Books & Reading
Dickens, Charles
Epic of Gilgamesh
Epic Poetry
Girard, René
Johns Hopkins University
Literature
Melville, Herman
Mimetic Desire
Moby-Dick
Philosophy
Professors
Teachers & Teaching
-
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Paul-Émile Boutigny, "Henri de La Rochejacquelein at the Battle of Cholet in 1793"
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Title
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Studying the Jacobins and Rethinking my Political Leanings
Description
An account of the resource
My humanities moment came in preparing to teach a course on the French Revolution. I am by training a Byzantinist and medievalist, but got my job as a world history teacher. To fill in the gap and also since I could read French, the acting department chair gave me the job of teaching the French Revolution, even though I had gotten a D in that subject at Haverford College. So I did some background reading, and one of the things that I remember was the wild statements of Jacobin party leaders in their attempts to bring virtue to the French Republic, and their moralizing about the old Regime and the evils of the Church – I remember one document in which the Jacobin speaker raged on about the black deeds of the Spanish Inquisition. As I was preparing my lecture, I realized that the Spanish Inquisition executed approximately 3000 people in 300 years, and most of those were under Ferdinand and Isabella in their attempts to unify the kingdom. The Jacobins executed 40,000 people in a year. I had always been an American liberal until that moment. I did not change immediately, but the increasing shrill tone of progressives – the hatred that is displayed against people like Kelly Anne Conway – remind me of Robespierre.
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Tim Miller, Salisbury University
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studying-jacobins
Professors
Salisbury, Maryland
-
http://humanitiesmoments.org/files/original/18/497/runnel_walk.jpg
2750babc5f6e5f99c306fd63867fd977
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Runnel Walk
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runnel-walk
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Graduate Student Residents 2021
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graduate-student-residents-2021
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NHC Graduate Student Virtual Summer Residency
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Genevieve Guzmán, 37, PhD student
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June 2021
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<em>W;t</em>
Description
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Late this spring, my foster dog Sally unexpectedly died. I should’ve known she had cancer, but I not a veterinarian, and I didn’t think to apply Occam’s razor to the growing list of her ailments. She came to me rotund with extra weight, and over the course of eight months, lost so much that her beautiful tawny fur hung off her in ripples. She started to stumble into walls, and the short trip to the front yard left her breathless. One Sunday in May, she had a seizure, and I knew something was terribly wrong. All the way to the emergency room, her heart beat steadily under my palm, but within the hour, the critical care vet had diagnosed anemia, severe muscle wasting, and metastatic cancer. I was bereft. I let her go. <br /><br />I’ve had chronic fatigue syndrome for over fifteen years, and for my comprehensive exams in English literature, I put together a list of twentieth-century illness literature. It’s not a death list, but narratives in the cancer section often end with that unauthorized coda. I had assumed that <em>W;t</em>, Margaret Edson’s 1993 Pulitzer Prize-winning drama, was autobiographical and thus a story of survival, but it is completely fictional, a composite of the playwright’s work in the cancer and AIDS unit of a research hospital while she was in college. The action follows Donne scholar and university professor Vivian Bearing as she enrolls in experimental chemotherapy for stage IV ovarian cancer. From her sick bed in the hospital, Vivian leads us through an analysis of Donne’s <em>Holy Sonnets</em> until she can take us no farther, and then the research intern and head nurse take over to close out the play.<br /><br />Since Sally passed, the netherworld of death has hovered very close, a ghostly afterimage blurring my otherwise vivid existence. I can’t decide which plane of reality is more real: that of life or of death. Not unlike Donne and Vivian, I can’t reckon with the dull, mad fact of absolute oblivion; really I can only handle the relative truth that for now, I must live without my dog. In its split-stage conclusion, <em>W;t</em> poignantly captures this paradox of the human condition. On the spiritual plane, as Vivian’s life slips away, she steps out of bed, disrobing from her hospital gown and bracelet, to reach for the light shining above her; on the physical plane, the research intern confronts his unexpected grief at her loss when he forgets her do-not-resuscitate order and calls in the code team to revive her. The team scoffs at his amateur error and leaves; meanwhile, Vivian has transcended to Donne’s afterlife, wherever it is. I admire this scene for its brilliant use of the dramatic format and Edson’s graceful display of how life goes on even as it ends.
Title
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Bright Sun Before Nightfall
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bright-sun-nightfall
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Margaret Edson
Cancer
Death
Donne, John
Drama
Edson, Margaret
Grief
-
http://humanitiesmoments.org/files/original/4/527/veteran-1885567_640.jpg
61afb613402bac305187240a4fbb568b
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United States Burials
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Pixabay
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united-states-burials
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Educators
Description
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This collection features contributions by teachers, education administrators and others involved in teaching at levels K-16.
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educators-humanities-moments
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Professional Development
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Bradley T. Swain, 38, Social Studies Teacher at West Springfield High School
Date
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Summer 2006
Source
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<em>Who's Buried in Grant's Tomb?: A Tour of Presidential Gravesites</em>
Description
An account of the resource
In the summer of 2006, my best friend and I stumbled upon a book called, <em>Who's Buried in Grant's Tomb</em>. The book summarizes the post-presidential lives of the American Presidents, details their passing and funerals, and finishes with a commentary on each. After reviewing how close many of them were to our apartment in Virginia, we decided to embark on a pilgrimage to the burial sites. What followed has been a decade plus journey throughout the country to the biggest of big cities, New York, to the smallest of small towns, Plymouth Notch, to visit these final resting places. <br /><br />Each site, like the president memorialized is unique in its own way. Some presidents, like Lincoln, have giant memorials that match their legacies where others, like Coolidge, are the definition of unpretentious. Some, like Washington, are on sprawling plantations. Others, like Van Buren, are in rural cemeteries. This is a testament to the impact that power and privilege play even in death. <br /><br />Traipsing through countless cemeteries, I have often reflected on the role that memory and memorialization play in our lives. Mixed in with some presidents are people whose stories have long been forgotten or, perhaps worse, were never even told. I wonder: Who are these people? Why are they buried here? What was their life like? Thankfully public historians are actively seeking to rectify this. <br /><br />When I mention my macabre hobby I inevitably get asked, "Why?" The easy answer is that it blends my interest in the presidency and my love of travel. The more philosophical answer? I suppose there is a particular unexpectedness of observing the humanities in a cemetery, yet what is more universally human then death? For it is on these trips with my best friend, other friends, family, and my wife that I have felt the greatest connection to people. Be it laughing with friends on a car trip, eating and connecting with the local townspeople, or meeting and reflecting with other history aficionados. <br /><br />So who is buried in Grant's tomb? Well, not even Ulysses Grant as he is interred above ground.
Title
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When <em>Who's Buried in Grant's Tomb?</em> Is More Than a Trivia Question
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Brian Lamb
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buried-grant-tomb-more-than-trivia-question
Discovery
Equality
Gravestones
History
Memorials
Presidents of the United States
Public Spaces
-
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cae7cf8f684e844b4d25c26bca9555f4
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The contributor's playbill of <em>Hamilton</em>
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From my high school English teacher
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Brianna Whitney, 18, Student
Date
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In May of 2018
Source
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A live performance of <em>Hamilton: An American Musical</em> written by Lin-Manuel Miranda
Description
An account of the resource
First, above all else, I consider myself a student of literature. Perhaps I’ve chosen this phrase to generalize my pursuits, or maybe to conceal the small place in the world of literature to which I belong. I am a writer, albeit fairly new to the Creative Writing side of things. My first encounter with serious creative writing was in the Fall of 2013, during a course for the subject. While this is not my focus today, it is important that you understand where my time as a writer began. <br /><br />In the Fall of 2017, after having worked on the same manuscript for the last four years, I lost the will to keep writing every day. That soon snowballed into every two weeks, and soon every six months. <br /><br />Then, something happened to further my pursuit of writing. October of 2016, I was visiting my cousin’s house and heard some kind of music coming from her bedroom. The song was about a woman making a toast to her sister, who was being married to the man that her sister secretly loved, as she soon after explained to me. It was a track called “Satisfied” from <em>Hamilton: An American Musical</em>. I found the idea of the musical odd, but listened to the song anyway. Later that weekend, I took it upon myself to listen to the whole musical. It tells the story of founding father Alexander Hamilton from childhood, to Treasurer and Secretary of the United States. Written by Lin-Manuel Miranda, the son of Puerto Rican immigrant parents, and a former English Teacher turned musical genius. A main theme of <em>Hamilton</em>, is all of the writing that Alexander Hamilton worked to complete, often writing several pieces of work in little time. He kept with it, and wound up as one of the greatest founding members of our country. But why does a musical about Alexander Hamilton and his work matter to me? Because <em>Hamilton</em> was the answer to my silent prayers for something to keep me writing. Fast forward to May of 2018, I still hadn’t written anything new since Fall of last year and was beginning to worry that my plans for the future weren’t as secure as I’d thought them to be. <br /><br />Then, they announced that tickets for <em>Hamilton: An American Musical</em> had gone on sale for the Utah tour date. My mother decided that we’d try to get some, and hours later on the day of the sale, we wound up with four tickets. The show was absolutely amazing. The music and sound all combined perfectly to create a beautiful performance. At the end of the show, we went to stage door and got our playbills signed by a few members of the cast. Later that night, as I stared at the signed bill, I understood something. Writing wasn’t about not having the time or being too busy, it was about filling the empty space between all of those moments with frenzied and unfiltered words. Writing was fluid, filling in the empty spaces between school and work. <br /><br />That Playbill now sits on my bookshelf, among stacks of hardcovers and paperbacks. The signatures are visible from the top shelf, and when I wake up in the morning, I see them. Those little glossy pages bound together and signed with someone else’s name remind me of a pivotal moment in my life. At that moment, I made the realization that I had been wrong about writing being something that you did sparingly, when you found the time for it or wanted the will to put pen to paper, or quill to parchment. It was, and had always been, about writing like you’re running out of time.
Title
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How Hamilton Restored My Belief In Writing
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hamilton-restored-my-belief-in-writing
Hamilton, Alexander
Hamilton: An American Musical
Miranda, Lin-Manuel
Performing Arts
Students
Utah
Vocation
Writing
-
http://humanitiesmoments.org/files/original/13/221/Dinh_Q_Le.jpg
dc52192e544363c9429c9186c72c1507
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Dinh Q Le
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dinh-q-le
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Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
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A National Endowment for the Humanities Summer Institute for Teachers
Description
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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.
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contested-territory
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Andy Mink
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Adrian Khactu, High School English Teacher
Date
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July 25, 2018
Description
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There’s a game I like to play in class called “Look At.” We practice our close reading skills by gazing at a picture for 3 minutes and then writing down everything we see (or don’t see) about that image by starting each sentence with: “Look at…” When I first looked at Vietnamese American artist Dinh Q. Lê’s woven photo-collage, “Untitled #9 from Cambodia: Splendor and Darkness,” at the Ackland Art Museum (UNC Chapel Hill), I was struck first by my not knowing: what it was, how it was made, what it represented. On-screen, the image resembles 80’s over-pixelated computer graphics, but in person, it’s a traditional prayer mat woven from strips of two separate photographic images. Look at how colonized cultures are represented. These two images, official photographic records of the Khmer Rouge’s S21 prisoners, who are about to be executed, and a bas-relief of a Vishnu incarnation from the ancient Khmer temple of Angkor Wat, offer polarizing visions of how Cambodia is represented in an American imaginary: the Killing Fields or one of the seven wonders of the ancient world. The two images echo questions that we’ve discussed in our National Humanities Center seminar: how are nations memorialized? What are the human geographies represented and reproduced? How are these competing representations contested? Look at Vishnu’s vanished face. When I visited Angkor Wat, I was overwhelmed by the spiritual power standing alongside me, at this nexus of religious histories, the fall of an empire, the way this temple’s physical weight changed the geographical landscape. Look at these missing eyes. The artist has razored out eyes from the S21 prisoners’ faces. They look like my parents’ old document pictures that I once found buried in a dresser drawer. When I visited the Khmer Rouge Killing Fields outside of Phnom Penh, I literally felt physical distress, panic, anxiety. How can the earth retain emotion and memory? Can trauma leave a residue in the earth itself? Look at the dark spaces woven together. Human meets divine. Official record meets folk tradition. Black and white meets color. Modern technology meets ancient carvings. Vishnu’s arms are outstretched: in pain? In embrace? I leave the NEH Summer Institute on Contested Territory with many more questions than answers, but such compelling questions. What does territory in Southeast Asia mean and who controls its expression? How do humans affect geography? How can we read this image through a diverse set of disciplinary expectations? How do we survive a war? And why is this important? This is why the humanities matter.
Title
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Representing Southeast Asia
Creator
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Dinh Q. Lê’
Source
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"Untitled #9 from Cambodia: Splendor and Darkness" by Dinh Q. Lê’
Identifier
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representing-southeast-asia
Ackland Art Museum
Cambodia
Chapel Hill, North Carolina
Geography
Khmer Rouge
Museums
Photography
Teachers & Teaching
War
World History
-
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1ca8d47c8d3ccc7b3c9a549468dec5a0
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Title
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Linda Hogan
Description
An account of the resource
Linda Hogan
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Wiki Commons, https://en.wikipedia.org/wiki/Linda_Hogan#/media/File:Linda_hogan_chickasaw.jpg
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Graduate Student Residents 2020
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graduate-student-summer-residents-2020
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NHC Graduate Student Summer Residency
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Kasey Jones-Matrona, 27, graduate student
Date
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2016
Source
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Linda Hogan, Solar Storms
Description
An account of the resource
What first drew me to Native American literature and studies was a Native American fiction class in my Master’s program. Before this class, I hadn’t read any Native authors outside of Sherman Alexie, Louise Erdrich, and the occasional anthologized Joy Harjo poem. In the spring semester of 2016, once I read Linda Hogan’s novel <em>Solar Storms</em>, I knew that I wanted to move on to a PhD and eventually teach Native American literature. Before this moment, I didn’t know if I was good enough or smart enough to get a PhD and I grappled with my positionality as a white woman who wanted to teach and study multiethnic American literature. But this literature made me eager to learn more, become a better ally, and specialize in Indigenous literature. <br /><br />I re-read <i>Solar Storms</i> every year. The first time I read about Angel, a foster kid with an absent abusive mother, no family or sense of self, and overwhelming emotional baggage, I empathized with a character like I never had before. I loved the strong group of female characters that guided Angel, helped her work through intergenerational trauma, and led her to realize her role as an activist and healer. All of these characters are fierce Indigenous women warriors who fight for their pan-Indian community and their environment. As literary critics and scholars, we sometimes consider this mode of relating to a text as unsophisticated, but this kind of felt connection to worlds created by literature is why most of us got into what we do in the first place, I’d argue. It is usually our initial human connection to a text that allows us, and makes us want to, explore and analyze literature further. Linda Hogan’s writing is beautiful. Her prose is poetic and her poetry is simplistic. Her books are universal enough that anyone can open them and fall in love with her stories but they are also tribally specific and fulfill the niche of Indigenous literature created by Indigenous writers for Indigenous readers.
Title
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Linda Hogan's Women Warriors
Identifier
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linda-hogan-women-warriors
Hogan, Linda
Indigenous Authors
Native Americans
Solar Storms
Women Authors
-
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bd366adf57a7328c7d2613109f5c9bac
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Stone Fresco
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Pixabay
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stone-fresco
Text
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web search
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Samia Rab Kirchner, 57, Associate Professor of Architecture at Morgan State University
Date
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1985
Source
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19th century Frescoes on wall of the Lahore Fort in Pakistan
Description
An account of the resource
My "humanities moment" occurred during my undergraduate studies at what was/is essentially a trade school in Pakistan (with no GenEd courses and only one course on Art or Art History offered among the subjects listed on your website. Specifically, during field trips to the Lahore Fort, where we saw 19th century frescoes brightly decorating the interior walls during our first visit and a month later they were gone (plastered over)! I had drawn those frescoes in my sketchbook, taken photographs and was planning to integrate these in my Architecture Thesis project for Punjab House in Islamabad. I can still feel the freezing of my body, the numbing of my mind, and the visual shock to see the plastered surface that hid my frescoes. Even as a 4th year undergraduate student, I pulled myself together to write a letter of inquiry to the Pakistani Minister of Antiquities. Long story short, my quest to uncover histories and safeguard monuments of the dispossessed began, WITHOUT being exposed to general education requirements or humanities curricula.
Since then, having spent more than 3 decades in American Higher Education machine, I wonder why have the humanities come under attack since the 1990s? Yes, neo-liberals may be blamed for everything these days, but there is a major disconnect between humanities scholarship and the public imagination/perception of the value of humanities (precisely why you are seeking "humanities moments", right?). These "moments" are not going to "mind the gap" between public comprehension of the value of The Humanities to humanity. We as humans must remove (dismantle) the colonial industrial machine of higher education, which has perfected the European division of Arts/Humanities and the Sciences, through decolonizing curricula. And please do not get me wrong, I am not calling for "multi" or "trans" disciplinary approaches, rather for taking an ANTI-DISCIPLINARY comprehension of ECOLOGY, SPACE + TIME.
Sometimes I wonder why I sought higher education in the "land of the free" when the toil I pursued back home placed me closest to the humanity of my ancestors!
Title
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humanity without The Humanities
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humanity-without-the-humanities
Art
Cultural Awareness
Cultural Relations
Human Beings
Humanities Education
Teachers & Teaching
-
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8ebcf91e499e0b955b83272aa95442f5
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Title
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Travel and Connection
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Conrad Ulpindo
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travel-connection
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I am a current Fulbright Scholar and my mentor suggested that I share all my experiences to inspire others to do the same...
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Dr. Conrad Ulpindo
Date
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1986-2021
Source
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Travel through the Fulbright Program, the South Korea Foundation, the Rotary Foundation, the European Union, the Toyota of North America Foundation, and the Institute of International Education
Description
An account of the resource
For many years, I have challenged myself to advocate for global education and international studies across the world. I have read many books, travelled on my own, and engaged with other people about culture, traditions, and politics. I have formed relationships that connect people across a host of competing ideologies, religion, and beliefs that sometimes conflicted with my own thoughts. However, these contradictions challenged and inspired me to keep pursuing research and unlock such contradictions by participating in a host of scholarship competitions around the world. I have competed with thousands of scholars and researchers to earn opportunities for scholarships and funded programs. I am on a global quest to visit 10 countries and gain a variety of my own Humanities Moments. I have been face-to-face with a WWII Japanese soldier who believed his mission was his destiny, visited North Korea clandestinely to understand how the South felt about the war, learned about the travails of a Filipino family because of the influence of the Spanish conquest on their culture, seen the desperate experiences of the Bantu folks in Soweto in post-Apartheid who still struggle to find their identity and culture, and seen the eyes of our students when they sit among others in an International Competition during the World Animation Championship for Children in Greece. Each of these events triggered my Humanities Moments and will always continue to inspire and challenge me to also keep mentoring our students to do the same.
Title
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Global Education Beyond the Classroom: Engaging the World through Scholarship
Identifier
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global-education-beyond-classroom
Connection
International Relations
Travel
-
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98aefbe510f0e9c8e51f4046315baab9
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sketchbook and pencil
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National Humanities Center Summer Residents
Text
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NHC
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David Roh, 41, Associate Professor of English
Date
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Primary School
Source
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My sketchbook
Description
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Before I was able to articulate in words how I was processing the world around me—shifts in mood, media images, the domestic mundane—I found sketching to be a release valve through which I could work through everything, even if the result was nonsensical or abstract. In this case, it was not an external piece of art or culture that spoke to me, but my putting pencil to paper that gave me room to speak to an audience of one.
Title
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Pre-verbal Sketching
Identifier
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david-roh-sketching
Cognition
Communication
Sketchbooks
-
http://humanitiesmoments.org/files/original/9/252/hackers-hill-casco-maine-july2012.jpg
506b8f29ed4ef32b5ae8be325fdfc2fd
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Hacker's Hill in Casco, Maine
Creator
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The contributor of the Humanities Moment
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Teacher Advisory Council
Description
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This collection includes contributions from the National Humanities Center's Teacher Advisory Council. The council is a 14-member board that supports the Education Programs of the National Humanities Center for a one-year term of service.
Text
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I am a member of the NHC's Teacher Advisory Council for 2018-19
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Carl Rosin, 51, teacher
Date
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I can trace it to several instances, including my original interaction with the poem, but the photo I use was taken in July 2012.
Source
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"Fern Hill," a poem by Dylan Thomas
Description
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<p>I could do several Humanities Hours out of Humanities Moments – there are so many passages and ideas that have animated my imagination. I first find myself drawn to the heart-wrenching climax of Cervantes’s novel <em>Don Quixote</em>, but to describe that would be to reveal the ending, which I would feel queasy doing.</p>
<p>So I’m going with Dylan Thomas’s poem “Fern Hill” instead. Its lyricism conjures the innocence of youth that cannot imagine its own end. That’s kind of what innocence is: a brilliantly perfect inability to envision its own conclusion.</p>
<p>Thomas’s second stanza begins,</p>
<p>And as I was green and carefree, famous among the barns<br /> About the happy yard and singing as the farm was home,<br /> In the sun that is young once only,<br /> Time let me play and be<br /> Golden in the mercy of his means</p>
<p>We are “young once only” and we play and are golden. We all see this in the delight of children and also in the mesmerizing natural panoramas that remind me of a summer evening on a hilltop in Maine. It’s summer vacation all the time. It evokes the feeling that I think that character from <em>Friday Night Lights</em> has in mind when he says, “My heart is full.”</p>
<p>In a way, the ending of “Fern Hill” brings me to what I love so much about <em>Don Quixote</em> and the scene I mentioned a minute ago. Here I am, a middle-aged guy spending every day with teenagers, hoping to share and discuss with them truths about the human condition and our relationships and tragedy and beauty while they, children who are “green and golden” in their “heedless ways,” in their Eden of hope and vigor, start to gain insight about how Time holds them. They are looking toward college and work and beyond, and often they worry and fear, and although for many the curiosity of youth is sputtering, its flame is not out.</p>
<p>Thomas:</p>
<p>Nothing I cared, in the lamb white days, that Time would take me<br /> Up to the swallow-thronged loft by the shadow of my hand,<br /> In the moon that is always rising,<br /> Nor that riding to sleep<br /> I should hear him fly with the high fields<br /> And wake to the farm forever fled from the childless land.<br /> Oh as I was young and easy in the mercy of his means,<br /> Time held me green and dying<br /> Though I sang in my chains like the sea.</p>
<p>Whenever I read “Fern Hill,” and whenever I think of <em>Don Quixote</em>, I do so from the Experience side of the divide between innocence and experience. I peer longingly over at innocence, and I wish for it…and I feel it as if it were still here. It is the wonder of the poem, and of art, that in its presence we can be <em>both</em> green and dying.</p>
Title
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“Fern Hill”: the fleeting, eternal magnificence of Innocence
Identifier
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fern-hill
Books & Reading
Casco, Maine
de Cervantes, Miguel
Don Quixote
Experience
Fern Hill
Innocence
Literature
Poetry
Teachers & Teaching
Thomas, Dylan
Wonder
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http://humanitiesmoments.org/files/original/15/323/James_Meredith_Image.jpg
ba0e7ae1f0bd4e3d86a1cf75073ddfbc
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James Meredith at University of Mississippi
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https://commons.wikimedia.org/wiki/File:James_Meredith_OleMiss.jpg
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james-meredith-at-university-of-mississippi
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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.
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During the NHC 2019 Graduate Summer Residency Program
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Kiran Garcha; 35 years old; PhD candidate in the Department of History at University of California, Santa Cruz.
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During the end of my time in college, about 13 years ago.
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Paul Hendrickson, Sons of Mississippi: A Story of Race and its Legacy
Description
An account of the resource
I think I’ve always been an oral historian, but I didn’t always know to call myself one. When I was a young kid, I used to spend countless evening hours bombarding my father—always at the end of his long workdays—with questions about his life in India. He was the only person in my family who was born and raised there. He and my American-born mother decided that life would be easier for my siblings and I if we grew up learning and speaking English alone, and as such, our knowledge of Punjabi was reflected through a scattered and very limited vocabulary. There was a clear cultural gap between my father and his children. My ethnic identity was tied to a place that he had called home for the first twenty-six years of his life, the same place in which I had spent perhaps less than twenty-six days up until my twenties. I wanted to know more about my dad, his life before he had kids, and the part of my own history that remained unknown to me. So I asked him questions…ad nauseam.
As a college student I majored in American Ethnic Studies with a history focus, and in the time leading up to my graduation I came across a few books that would change the direction of my young adulthood and the course of my life more broadly. One such text was Sons of Mississippi: A Story of Race and its Legacy by Paul Hendrickson. Hendrickson is a journalist by training, but this particular text is a history of the integration of the University of Mississippi in 1962. The author tells this story by interviewing some of the major players involved in that tense and violent moment, including James Meredith—the first African American to enroll in the school—as well as a number of sheriffs who coalesced from around the state to prevent Meredith from entering the university. For me, one of the most fascinating aspects of the text was Hendrickson’s conversations with the children—now in adulthood by the time of the book’s publication—of some of these sheriffs, as he examined how they made sense of their parents’ role in this history and their own relationship to this past. These were questions of political inheritance- questions with which we are all confronted at particular moments in our lives. How do we make sense of our familial legacies- the good and the bad? What do we choose to acknowledge, celebrate, reject, or forget? They are inquiries without simple answers, to be sure. Upon finishing Hendrickson’s text, however, I was left with the urgent feeling that, particularly for historians, it is our responsibility to become aware of the histories we are born into. And in many cases when the archives are silent, we may do well to turn our attention to the very people who helped create the past, even if our inquiries are met only with memories.
Title
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The Power of Oral History
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power-of-oral-history
American history
Black History
Books & Reading
Family Histories
Oral History
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http://humanitiesmoments.org/files/original/154/IMG_4300.PNG
bec9056238769e49a56bea8e87832f12
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“To Pimp a Butterfly,” by Kendrick Lamar
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To Pimp a Butterfly
Description
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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
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2015
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Alex Azzi, Student at TAMU
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to-pimp-a-butterfly
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<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/386/Fred_Rogers_late_1960s.jpg
eb05508ed65533ed8ec7a78f2eb529b8
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Title
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Fred Rogers
Description
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Fred Rogers, aka Mister Rogers, late 1960s
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KUHT
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http://digital.lib.uh.edu/cdm4/item_viewer.php?CISOROOT=/p15195coll38&CISOPTR=240&CISOBOX=1&REC=5
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fred-rogers
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My English teacher, Miss Layton.
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Graci Mills, 18, High School Student
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Mister Rogers' Neighborhood
Description
An account of the resource
At the beginning of my journey, I never would have imagined ending up here writing this paper. Through all of the ups, downs, and turnarounds, lessons have been learned the hard way. No matter what is going on in life, there is always something to be taken away. Coincidences don’t happen. Everything has a reason, a learning curve, a seed, that if taken care of properly, will flourish into an abundance of beautiful growth. One person in particular has helped me keep my mind and soul nourished: Mr. Rogers.
Throughout 895 episodes of wisdom, only being able to watch a few, changed the way I go about everything (NPR). He always illustrated who we ought to be: a caring, compassionate, loving, accepting, patient, gentle, kind human being to all whom we come in contact with, even if they are rude. There was never an excuse to raise his voice or to get angry, but he taught us to appreciate their point of view. “Everyone’s special in this life. Everybody you meet has something special to give and receive” (9). No matter how the interaction between another goes, he appreciated their worth because there is good in everyone if you look for it. Even if people are wrong, good still exists inside, we must find that good, and let them know they are loved. “You are a very special person. There is only one just like you. There's never been anyone exactly like you in the history of the earth, and there never will be again. And people can like you because you’re you” (19). Once again, he shows us our worth. Mr. Rogers reminds me, us, that we are unique.
Generosity can never be overdone. Mr. Rogers modeled the importance of saying ‘thank you.’ “Thank you. Two of the best words we can ever learn. In fact, ‘thank you’ is a way of saying ‘I love you” (31). He always had a way with words. His gentle, yet powerful statements embedded themselves into my mind. Our friendly neighbor, Mr. Rogers also exhibited that helping is loving. Small acts of help can brighten someone's day, even if it’s just with a smile. One of his neighborhood friends, from the land of make believe, Aber, said, “When anybody’s in trouble, we try to do what we can” (49). When we love ourselves, we can love others more fully and when we do that, we can do anything. We can become everyday heroes. And the more we can contribute, the more we can see the needs of others. “There are many helpful people in this world, aren’t there? The more you grow into a helpful person yourself, the happier you’ll find this world of ours is” (51). Magically, Mr. Rogers knows how to ease one’s mind. I have found that the more we love, the more we care, the more we realize how many happy people are out there.
Beauty is found everywhere. Everyday beauty such as the birds chirping a melody or the moon shining down on us. “Wondering and marveling is never a waste of time” (105). Taking a deep breath of air to admire the clouds, listening to the wind brushing against the leaves, and hearing the crickets chirp can help us feel peace; connecting to nature lets us feel at home. Taking time to see, helps you and me to slow down so we can realize what is truly important. It takes us from the worries of the world and puts us at peace with the world.
You see, everyone is our neighbor. “Everybody’s different. And there are some things about everybody that are the same. That’s what’s wonderful. That’s what helps us to understand each other. That we’ve got some things inside of us that are the same as somebody else’s. We’re all human beings” (115).
Thus, Mr. Rogers opened my heart and mind to see everyone with a new pair of eyes; to have a continual desire to love and help them appreciate their worth. Daily, his example makes me know I am unique, I am enough, and people can love me for who I am. His example is one to always follow because you can never love enough. All of the lessons he taught will never be forgotten because he is my everyday hero, an ordinary man with a soul full of grace.
Works Cited
Rogers, Fred. Mister Rogers' Neighborhood. Clarkson Potter, 2019.
Burns, Asia Simone. “Mister Rogers Still Lives In Your Neighborhood.” NPR, NPR, 18 Feb. 2018, www.npr.org/2018/02/18/584669284/mister-rogers-still-lives-in-your-neighborhood.
Title
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Make Today Beautiful
Identifier
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make-today-beautiful
Empathy
Mister Rogers' Neighborhood
Rogers, Fred
Television Series
-
http://humanitiesmoments.org/files/original/9/119/The_Stanley_Brothers.jpg
b8cc0820a44264dc658d2278ebc3597b
Dublin Core
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The Stanley Brothers
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Teacher Advisory Council
Description
An account of the resource
This collection includes contributions from the National Humanities Center's Teacher Advisory Council. The council is a 14-member board that supports the Education Programs of the National Humanities Center for a one-year term of service.
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.
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Such a Short Time to Stay Here
Description
An account of the resource
I am not a churchgoer or a believer, and thus, I have always been left with questions about the deeper meaning of life that could not be easily answered through traditional authorities. Instead, I have had to search for ways to make meaning myself. The importance of this quest to make meaning in a chaotic world was first impressed upon me as a young girl when I listened to my father playing traditional bluegrass songs and was almost physically jolted by the power of a single line, "Such a short time to stay here, such a long time to be gone." With that succinct encapsulation of the brevity of life, I suddenly understood how important it would be for me to do as much as I could with the short time on Earth that I was allowed. I could not look for some grand purpose to be provided. I had to do the work of making my life meaningful so that it might be remembered and impactful for the long time that I would no longer exist.
I think that the humanities contributed to my moment in three ways. First, they gave me the philosophical question about the meaning of life that I simply could not solve by looking to anyone else. Second, they gave me the musical source material that inspired me to find my own answer to that incredibly important question. Finally, throughout my life the humanities have given me the means to solve that problem by allowing me to study history, literature, art, music, and philosophy in order to make sense of the world as well as to teach my students about ways they can make their own lives meaningful.
Subject
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I think that the humanities contributed to my moment in three ways. First, they gave me the philosophical question about the meaning of life that I simply could not solve by looking to anyone else. Second, they gave me the musical source material that inspired me to find my own answer to that incredibly important question. Finally, throughout my life the humanities have given me the means to solve that problem by allowing me to study history, literature, art, music, and philosophy in order to make sense of the world as well as to teach my students about ways they can make their own lives meaningful.
Source
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"Little Birdie," a traditional bluegrass song popularized by the Stanley Brothers
Creator
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traditional bluegrass song popularized by the Stanley Brothers
Date
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in the 1980s, during my early childhood
Contributor
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<a href="http://nationalhumanitiescenter.org/education-programs/teacher-advisory-council-2017-2018/">Jennifer Snoddy</a>, 42, high school history teacher, TAC member
Identifier
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short-time-to-stay-here
Bluegrass Music
Franklin, Indiana
Little Birdie
Meaning (Philosophy)
Music
Teachers & Teaching
The Stanley Brothers