2
30
405
-
http://humanitiesmoments.org/files/original/8/182/paris-2971589_340.jpg
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Paris café
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mimili271
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Pixabay, https://pixabay.com/en/paris-cafe-road-france-2971589/
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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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This collection includes contributions from current or past fellows at the National Humanities Center
Sound
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Hi, I’m Peter Galison, I’m a professor at Harvard University and a Fellow at the National Humanities Center this semester. I’m interested in a combination—odd as it sounds—of filmmaking, physics, and the history of science.
<p>A moment that really was hugely affecting for me in the humanities was seeing an old film, that was filmed in the summer of 1960, called <em>Chronicle of a Summer</em>. It was a French film made by a collaboration between a sociologist/philosopher, Edgar Morin, and a great filmmaker, might be called an anthropological filmmaker, Jean Rouch.</p>
<p>They combined to make this film in a moment just when it was possible to have portable sound-taking. They went onto the street and they asked people everything from, “Are you happy?” or “What are you doing?” In the course of what people say, you see a France that goes back even before the war, of horse-drawn carriages, but also cars. You meet a woman who had survived Auschwitz-Birkenau, lost her father there, and was now trying to navigate this post-war world. But 1960 is also the cusp of this opening up to another world of France. In a sense you see the beginnings of the unrest, the uneasiness with the received order of things, that culminates in May ’68 and the explosion of the student and worker revolt of that period.</p>
<p>For me, this film had a huge effect because it seemed to me to capture, in a moment in specificity, some really deep understanding of this transition point between the old order and the new order. It showed me that film could do something, a documentary film of a certain type—a certain exploratory, innovative type—could push beyond what text alone could do. I think, for me, the idea which I keep trying to figure out, is how do visual sources—especially the filmmaking that I’m doing and writing—combine to produce something whole that each part can’t quite do on its own.</p>
<p>With each bit of understanding, as people push what can be done with text, or text plus still images, or with film in innovative ways, I find it enriching and exciting and it opens up new possibilities for how I think about the kinds of problems that I want to work on. For me, the humanities at its best can do that, can take something specific and open up a world from it.</p>
Player
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<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871604&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
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Chronicling a Summer in Cinéma Vérité
Description
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For Peter Galison, an influential moment was seeing a film made in 1961 by an anthropologist and a sociologist, featuring a series of estival interviews with people on the sidewalks of France. With its innovations in sound technology, <em>Chronicle of a Summer</em> opened Galison’s eyes to the possibilities of documentary film. The film illuminated the interplay between image and text, revealing how the humanities can “open up a world.”
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<a href="https://nationalhumanitiescenter.org/meet-the-fellows/peter-galison/">Peter Galison</a>, Joseph Pellegrino University Professor in History of Science and Physics at Harvard University
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peter-galison-chronicling-a-summer-in-cinema-verite
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<em>Chronicle of a Summer (Chronique d'un été)</em>
Anthropology
Chronicle of a Summer (Chronique d'un été)
Cinema Vérité
Cultural History
Documentary Films
Film
History
Morin, Edgar
Professors
Rouch, Jean
Sociology
-
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Record Player
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record-player
Text
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Melissa B, 27, Student
Description
An account of the resource
One thing I can tell you for sure is that music can save the soul. For me music is my outlet. Music has always played a role in my life, especially when I was in high school dealing with the ups and downs of the average teenager on top of depression etc.
Not only a song, but this band in general, has gotten me through a lot of tough times in my life. My humanities moment hit me when I was in a pickle in life and everything was at a standstill. I had this song "Swing Life Away" by Rise Against. The main chorus is "We live on front porches and swing life away. We get by just fine here on minimum wage, if love is a labor I'll slave till the end."
Honestly even now when I'm feeling my worst or in a funk I still blare this song.. It makes one realize that you have to work hard in life but as long as you have something worth working for that happiness will come. It's crazy how a song can uplift your spirits or take you to another world if you allow it to.
Title
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Swing Life Away
Identifier
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swing-life-away
Empowerment
Music Appreciation
-
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Rome
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rome
Text
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Highschool English course
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Hayley Susov, HS Senior
Date
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December 2018
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Rome, Italy
Description
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When I was 5 years old, my family and I gathered around the Christmas tree bright and early on Christmas morning. I was more than excited when I unwrapped a small handheld camera that was pink and orange, and about half the size of a dollar bill. The screen on the camera was less than half an inch wide and tall, and the camera could only hold about 3 photos at a time. Still, I was ecstatic. I would walk around the house and take pictures of my family, and then delete them right away so I could take a couple more. This planted the roots for my love of photography. On a trip to Italy, that love blossomed.
Around the time I was ten years old, my family and I decided to stop doing presents for Christmas and take vacations instead. This became one of my favorite traditions very quickly. In 2018, we took our first trip to Europe. We spent a majority of the time in Italy, specifically the Rome region. We decided to stay around there because the art and architecture was inspiring. Before the trip, I decided to purchase my first DSLR camera. I practiced using it for the weeks leading up to the trip, but the trip felt like some kind of final exam. It felt like a test that I had been studying for for weeks, and this was my chance to prove my knowledge.
I fell in love with Italy after one day of being there. The pasta and gelato was definitely a factor, but there was something about the energy and the culture that really just changed me as a person. It was my first big exposure to a country outside of North America. Every day we were there was a learning experience, but I didn’t want to let the time just slip through my fingers. I knew at this moment that this was my test. Yes, it was a test I assigned to myself. But I knew that I had to find a way to capture the feeling I was experiencing over there.
Less than a week into our trip, we decided to take a tour called “Rome in a Day”. We started at a small coffee shop in the shadows of the Colosseum. We walked around and through all of the big architectural landmarks. We would spend about an hour at each location, then leave to check out a new city, museum, or town square that was historically famous. There was something humbling, grounding, and almost magical about being right next to the Colosseum. I had seen it in photos, but the photos were nothing like what I experienced.
So I pulled out my camera, adjusted the settings, and began trying to recreate the scene exactly as I was experiencing it. I did this at every structure or town that we went to. I wanted to focus on getting everything from my perspective, because it was a powerful experience to me. Being in a country where they don’t speak English, and my Italian was far from understandable, it was comforting to see everyone taking photos from different places. While everyone’s photos would turn out different, it felt unifying to know that we were all connecting through the click of our cameras. We all had one thing in common, and that was that we never wanted to forget that moment.
Throughout the rest of the trip I continued to take many many photos. At the end of each day, I would go back to our house and spend hours looking at them and editing them. The photos I took in Rome are still some of my favorites to this day, and I could say the same about that vacation. Rome was magical. Photographing it was even more magical.
Title
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Photographing Rome
Identifier
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photographing-rome
Cultural Exchange
Family
Photography
Rome, Italy
Self-Realization
Travel
-
http://humanitiesmoments.org/files/original/9/244/Water_Meter_Sign_.jpg
47a4701196c1a0d6bfbbfbb9a5b6b28e
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New Orleans manhole cover
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new-orleans-manhole-cover
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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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#TAC2018
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Melissa Tracy, 34, Social Studies Teacher
Date
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2005
Description
An account of the resource
My Humanities Moment occurred in 2005, the year that hurricane Katrina devastated the Gulf Coast. I lived in New Orleans pre-and-post Katrina and lost my house to the “Great Deluge.” I helplessly watched 85% of New Orleans proper fill up with water due to the 28 levee breaches throughout the city. The widespread flooding in New Orleans and other Gulf Coast communities in 2005 caused nearly 1,400 deaths and forced several hundred thousand people from their homes. Americans watching television were shocked by the plight of residents stranded by the flooding: the squalid conditions in the evacuation centers, the lawlessness in the streets of New Orleans, and above all the unsatisfactory response of emergency management officials. Frankly, I didn’t fully appreciate New Orleans until I almost lost her.
Prior to Hurricane Katrina, New Orleans residents typically evacuated in a haphazard manner, sometimes packing important documents, gassing up the car, or simply seeking refuge in a neighborhood bar to ride out the storm with other strangers. Dealing with hurricanes was a way of life in New Orleans, a rite of passage for a transplant like me. In fact, I didn’t take Hurricane Katrina seriously and only chose to evacuate last minute after a friend cautioned me to “not just walk to the Superdome as a backup plan.” I eventually evacuated to Delaware to be with family and to attend the University of Delaware because Tulane University experienced extensive flooding. While I experienced incredible demonstrations of generosity, I equally encountered numerous insensitive and ignorant people, whom upon hearing I was from New Orleans, rudely questioned why I lived in a “fish bowl.” I distinctly recall one moment in which a stranger suggested that New Orleans be completely bull dozed and its residents be forced to migrate to higher ground. In the eyes of this naysayer, New Orleans didn’t matter. It was in this moment that I finally appreciated New Orleans for all its flaws and that it was a city worth fighting for.
Title
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Nola
Identifier
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nola
City Dwellers
Community
Hurricane Katrina
New Orleans, Louisiana
Teachers
U.S. History
-
http://humanitiesmoments.org/files/original/4/47/Burning_of_Stamp_Act-600.jpg
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The burning of the Stamp Act in 1765
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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
Moving Image
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<iframe width="640" height="360" src="https://player.vimeo.com/video/269216296" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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<em>Feeling</em> the American Revolution
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Steve Oreskovic, Charlotte-Mecklenburg School District
Description
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History teacher Steve Oreskovic discusses how he gets his students to empathize with the feelings of injustice among colonists in the run up to the American Revolution, helping them gain a richer context for learning about history.
Through the practice of experiential learning—a simulation of a tax on school supplies—Oreskovic created an opportunity for his students to imagine the lived realities of American colonists. In doing so, he drew parallels with the Stamp Act imposed by the English government in 1765. The experiential activity “really gets them into the why,” he explains. By reflecting on the internal feeling of injustice, his students gained a richer understanding of the past that transcends the mere knowing of dates, names, and places.
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feeling-american-revolution
Active Learning
American Revolution
Charlotte, North Carolina
History
Stamp Act of 1765
Teachers & Teaching
United States History
-
http://humanitiesmoments.org/files/original/284/5886223907_9b8e22c9c4_o.jpg
3e10f05458b3f0ee8700abd21073aed7
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Title
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The Fault in Our Stars
Text
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12th grade English Teacher, Mrs. Layton!
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Cheyenne, 18 years old, living in Utah, a senior in high school
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The year 2014 in my living room reading the book / watching the movie.
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The book <em>The Fault in Our Stars </em>by John Green
Description
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Between the years of 2012-2014, the book <em>The Fault in Our Stars</em> written by John Green was one of the most popular books and films for teenagers. The book was such a hit Hollywood decided to make it a film, and they did a great job sticking to the original novel. <br /><br />This novel is about two teenagers named Hazel and Augustus going through cancer and struggling to get through it until they meet each other through a support group, consisting of many other young cancer patients. My humanities moment happened in 2014 when my friend introduced to me this book. This included staying up all night, each night until I had finished reading the book so I could watch the film. At the age of 19, my dad had stage 4 Leukemia. This book always leaves me feeling emotional as it makes me think of my dad and all the battles he had to go through. Cancer is the hardest battle to fight and I’m so grateful that my dad, even though he was so close to death, continued fighting to survive. Without my dad, me or my siblings would not be here today. This novel is similar to my dad’s story because like the teenagers in the novel, they were fighting for their lives each day and going through lots of chemo and battling depression. <br /><br />To read the novel and watch the film gave me a better understanding of what my dad’s life looked like from his shoes, living his everyday life being once a cancer patient. It was laying in a hospital bed all day, eating the same foods, being sick and exhausted all the time, and taking so many medications that didn’t seem to help. It made my dad feeling depressed because he couldn’t do much from being so sick, similar to the character Hazel and her story. When my dad got sick, he lost his friends because they thought they can no longer hang around him or weren’t wanting to support him. The character Hazel had similar troubles like my dad and was always sad and alone, rereading the same book and watching the same tv shows, that is until she met Augustus from the support group that she was forced to go to because of her parents. <br /><br />If there is one gift I could give to my dad in the past, it would be to watch this film (not the story because he doesn’t like to read). I think watching this film would have gave my dad hope to know that he isn’t the only one fighting cancer and the characters Hazel and Augustus as well as millions of other teenagers in the world understand what he is going through.
Title
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<em>The Fault in Our Stars</em> and my Dad - Living through Leukemia in my Dad's shoes
Creator
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https://docs.google.com/document/d/1ffrNqDDyEgLPHj5IMLH6OMcedcAki7mNHeRVFKKol10/edit?usp=sharing
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the-fault-in-our-stars
Books & Reading
Bountiful, Utah
Cancer
Empathy
Fathers & Daughters
Film Adaptations
Green, John
Illness
Students
The Fault in Our Stars
Young Adult Literature
-
http://humanitiesmoments.org/files/original/223/Mini_Page.jpg
37511a7aae2f60f1d6c70353adfff846
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The Mini Page
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Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Biographies_and_stories_of_Abraham_Lincoln_(1865)_(14784934663).jpg
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<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871661&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
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Andy Mink
Transcription
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Well, we used to read the newspaper a lot, and that sounds silly, but we read, other than the comic pages. We would look over the news, and we were always interested in the news, 'cause my father eventually went on the radio and television. We always listened to him, so that was important. There was somebody that was very important for me, was my grandmother who, at the age of 55, her husband died, and he had started a newspaper in Snow Hill, North Carolina, and it's still going today, which is amazing. The name of it is the Standard Laconic, which is not a Pitt County word. It sounded unusual. I was reading in [inaudible] I think, funny name.
But anyhow, she took over the newspaper after her husband died and became the editor and publisher and ran it for many years. I used to go to Snow Hill and visit her. I would go at on stories and see how interesting that was. I would go out when she was visiting the advertisers, go to court when she was getting the court cases put in that, and help her when she was, drive her around later on to get the subscriptions, which was amazing for a woman to do that back in those days. So she was one of my main inspirations. And she's in the Journalism Hall of Fame at Carolina. I'm real proud of her. That really perked my interest in newspapers. And we used to put out a newspaper for the children, for the people on the block where I lived, and we'd put out little newspapers...
One of the biggest moments was when the Chief Justice of the Supreme Court asked me to do a series about the Constitution. That was a wonderful Humanities Moment, had that opportunity to interpret the Constitution to newspaper readers. I worked very carefully with people at the National Archives. I could sit down with the top expert and talk to them about what we wanted to get children to know. I could give my interpretation of it, make it accurate, because the people they'd talk with read the story before, so we'd make sure that things were right. That was one of the most wonderful moments, to have the Supreme Court Justice ask you to do something like that...
The only way we're gonna get any better or any stronger as a country is if people read, and know, and get curious, and accept particularly emotional things that are so wrong, and learn to do that with thinking. That's what the humanities is all about, to try and get you to think more, and to relate more, and to improve yourself, and improve the world, and see what other people have done to try to improve through pain of music or something to make it a better place. And that's what you want for humanities to be. Because if you get your mind off some of the things that are so silly that you think about, and you waste your time on, and you make it ...
I wanna tell you something, you take a whole bunch of kids to watch a performance or something, you really do tell them something about the humans that are up there dancing, they learn. You start with the play that you're seeing, and try to bring it to life, and say, "These are people that are working in order to do that, and they're humans." We've got to really start thinking about the humans that we're dealing with.
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A Personal Perspective on Journalism in the 20th Century
Description
An account of the resource
Betty Debnam created and edited <a href="http://cdn.lib.unc.edu/dc/minipage/">the Mini Page</a>, a nationally syndicated newspaper supplement that ran from 1969 to 2007. Inducted into the <a href="https://library.unc.edu/2018/04/40629/">North Carolina Journalism Hall of Fame</a> in 1999, her journalistic efforts introduced children to forms of news and ignited their curiosity. In this Humanities Moment, Debnam reflects on both her familial ties to the industry and her vision for civic engagement through literacy.
Contributor
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Betty Debnam, journalist and founder of the Mini Page
Identifier
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personal-perspective-journalism-20th-century
Civic Engagement
Families
Journalism
Literacy
Snow Hill, North Carolina
The Mini Page
Women's History
Writers
-
http://humanitiesmoments.org/files/original/18/504/Trazo_ZiaTalk2016.jpeg
be82f9ab31cbd1a4f920555010a05934
Dublin Core
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Notes on Helen Zia
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notes-helen-zia
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Angel Trazo
Dublin Core
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Graduate Student Residents 2021
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graduate-student-residents-2021
Text
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NHC Graduate Student Residency Program
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Angel Trazo, 26, PhD student in Cultural Studies at UC Davis
Date
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December 2016
Source
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<em>Asian American Dreams</em>
Description
An account of the resource
While a double major in Biology and Studio Art at Colgate University, a predominantly-white university in Upstate New York, my coursework provided challenging STEM curricula and liberal arts classes steeped in the classical Western tradition. However, I did not realize what I was not learning (and had desperately, subconsciously been seeking to learn) until a guest speaker came to our little, snow laden school in the “middle of somewhere.” <br /><br />As a junior in college, I joined a newly formed club called the “Organization of Asian Sisters in Solidarity,” which brought Asian American and Asian international women and femmes together (a small group of about ten of us) to discuss our experiences at a predominantly-white campus. We did not have a single Asian American Studies class on campus, and at 20, I did not even know that Asian American Studies was a field with an activist history stemming from 1968 strikes which originated in San Francisco, the California Bay Area where I was born and raised. We, naively, decided to find guest speakers of Asian American background to bring to campus via Google search. Somehow, we convinced a famous Asian American activist, Helen Zia, to visit. <br /><br />When Helen Zia came to campus, our small club and about forty or so students and faculty gathered in the Women’s Studies Center for a lunch time discussion. Even as a co-organizer of the talk, I had no idea how pivotal Helen was to the development of Asian American Studies. (Six years later, I kick myself for not making a bigger deal out of the event or trying to get an even larger turn out, despite having already invited all of my friends on campus). Helen’s talk was based on her book, <em>Asian American Dreams</em> (2000), and she drew out personal anecdotes such as: why she chose to work in an autofactory instead of going the STEM route; her journalism and activism surrounding the unjust murder of Vincent Chin in 1982; her experience coming-out in the public eye; and what it means to have Asian American dreams. [The image is my visual notes taken of this event]. <br /><br />Helen Zia coming to Colgate was the first of many humanities moments that catalyzed my life path toward a drastically different direction than I thought it would take in 2016. In college, I was a Biology honors student who spent hours in the lab studying the relationship between mitochondrial damage and cancer and dreamed of becoming a pediatrician. However, after graduation, instead of going forward with my plans, I finally found the time to read Helen Zia’s <em>Asian American Dreams</em> (2000) in its entirety. It was the first Asian American Studies book I’d ever read and it inspired me to pursue my MA in Asian American Studies at UCLA and now my PhD in Cultural Studies at Davis, where I am a Teaching Assistant in the Asian American Studies Department. <br /><br />It saddens me to know that Ethnic Studies courses continue to be few and far between but I am hopeful that work in Asian American Studies, as well as African American Studies, Chicanx and Latinx Studies, and Indigenous and Native American Studies, will continue to emerge in our higher education and K-12 classrooms.
Title
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<em>Asian American Dreams</em>
Identifier
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asian-american-dreams
Creator
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Helen Zia
Asian American Dreams: The Emergence of an American People
Asian American Studies
Asian Americans
Ethnic Studies
Higher Education
Students
Women
-
http://humanitiesmoments.org/files/original/538/C0BA01D9-42F8-482E-AA39-538B1E85C0B3.jpeg
8ebcf91e499e0b955b83272aa95442f5
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Title
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Travel and Connection
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Conrad Ulpindo
Identifier
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travel-connection
Text
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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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Title
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Lock of hair
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lock-of-hair
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Title
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Graduate Student Residents 2020
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graduate-student-summer-residents-2020
Text
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NHC Graduate Winter Residency (2020)
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Morgane Haesen, 28, PhD candidate (French and Francophone Studies), Penn State University
Date
A point or period of time associated with an event in the lifecycle of the resource
May 2018
Description
An account of the resource
Like fellow humanists, I struggled to pick a single moment to describe and share with you. However, while delving into my corpus (life writings – mostly diaries, autobiographies and memoirs - from the Franco-German borderland, Alsace-Lorraine, at the turn of the twentieth century), I am reminded of a unique moment I experienced when I discovered these documents in the archives.
In May 2018, the week after finishing my first year of the PhD program in the French and Francophone Studies Department at Penn State, I set out on my first archival trip to Strasbourg, France. Once in the archives, my curiosity and intellect were quickly at odds with my limited resources and time. In most French departmental archives, researchers are allowed to order and go through eight archival boxes per day. They usually contain part of a collection, and can range from several pieces of paper to several hundred documents. Moreover, not all boxes are described in the archive’s “finding aid” or databases. The nature of their contents sometimes requires an educated guess based on the limited information available to you. As such, with only a month in France, my research choices needed to be strategic: I had to single out the boxes I believed would contain the best documents to help in my research. One collection in particular piqued my curiosity as the archivists Virginie Godar-Lejeune and Marie-Ange Glessgen described it as having an “infinitely human quality.” While these writings fell out of my delineated period of study, I nonetheless decided to follow my dissertation committee’s advice to “listen” to the archives, indeed to avail myself of what Alsatian-Lorrainers had deposited at the archives instead of narrowly executing the search for my anticipated corpus: I requested the boxes in question.
After weeks of mechanically opening hundreds of envelopes and finding papers, postcards or greeting cards, I was quite taken aback when my fingers touched locks of hair. In addition to entire life papers (birth, marriage and death certificates, school grade reports, passports, and photographs), the boxes included locks of hair of every family member. Although I was aware of the practice of collecting children’s or spouses’ hair, I had quite a visceral reaction to seeing and touching it firsthand. The Lambs’ family archives almost systematically included such documents and objects for most family members between 1790 and 1936. The breadth of these documents spoke to the Lambs’ commitment to passing on their history: a small family of modest background in the industrial landscape of Strasbourg, France at the turn of the twentieth century. The intimacy of the objects included illustrated the family’s need to preserve their loved one’s memory. I spent the rest of the day reading through the entire family’s collection, learning about the parents’ love for their children, as well as their fear of losing them to wars and subsequent political instability in the region at that time.
As a doctoral candidate, it can prove difficult to project yourself as a researcher who can meaningfully contribute to the world around you. This experience made me realize my role as a historian, specifically, as a link in the chain of “passeuses de memoire,” or living historians. While this collection is not featured in my dissertation, it has instilled in me a sense of responsibility to preserve and make available the life writings of ordinary people, which constitute my corpus. Literally touched by the history of the Lambs family, I felt compelled to pass on their history and memory as a means of understanding larger historical conjunctures. To this end, I assign some of their letters to students in French history courses to teach how individuals lived through the vicissitudes of Alsace-Lorraine’s history.
The picture shows the lock of hair and passport photo of Emilie Lorentz-Lambs (1869-1929). The family’s archives (17J) reside at the Departmental Archives of the Bas-Rhin in Strasbourg, France. The collection is freely communicable and under no copyright laws.
Title
A name given to the resource
The “Infinitely Human”: Life Writings, Locks of Hair and Lived History
Identifier
An unambiguous reference to the resource within a given context
infinitely-human
Archives
Family Histories
Historical Memory
History
Strasbourg, France
-
http://humanitiesmoments.org/files/original/13/213/the-mother-1505000_960_720.jpg
9f367a9895b129b04975d583cc957053
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Title
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Village road in Vietnam
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Title
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Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
The topic of the resource
A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
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contested-territory
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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The National Humanities Center
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Kevin Shuford
Date
A point or period of time associated with an event in the lifecycle of the resource
Wednesday, July 18th, 2018
Description
An account of the resource
Until this summer institute, I had never heard of the Vietnamese folk poetry known as ca dao. To be honest, I had never even thought of Vietnamese people having a poetic tradition at all. I, like so many other Americans, had relegated Vietnam to an inert location on a map or a tidy historical category. I could barely conceive of a Vietnam beyond the context of American military intervention. Even as we learned about the legacies of European colonialism in the initial seminars, I still saw Vietnam as an almost passive landscape trodden over by successive waves of foreign invaders. In effect, I had made Vietnam a victim in its own story. That changed for me when I heard professor and poet John Balaban talk about his experience collecting and publishing for the first time the oral poetry of Vietnamese farmers. Balaban spoke of an ancient people, full of history, full of passion, and full of pride, inundated by the monsoons that swept away the architectural vestiges of power that we in the “West” have come to rely on so heavily for our historical identity. What was left was a long, beautiful tradition of oral history preserved in the daily life of simple farmers. As Balaban eloquently writes in <em>Ca Dao Vietnam: Vietnamese Folk Poetry</em>, poetry flourished “in villages where the lone singer can hear his or her voice against the drone of crickets, the slap of water, or the rustling of banana leaves in the wind (p. 2). This line jolted me out of my facile characterization of Vietnam and its people. Long before the French cast their colonizing net over the people of Vietnam, long before the Americans stumbled into their disastrous war, long before there even was a place called Vietnam, a lone singer could hear her voice “against the drone of crickets, the slap of water, or the rustling of banana leaves in the wind.” The theme of our institute was “Contested Territory: America’s Role in Southeast Asia.” At first glance, I assumed that we would be discussing America’s involvement in the so-called Vietnam War of the twentieth century; after two weeks of intense study, I have realized that I fundamentally misread the title of this institute. To study contested territory is not to examine how America and the Viet Cong fought bitterly over this hill or that, but rather to place America in the context of an ancient regional story that is crowded with diversity and life. “America’s Role in Southeast Asia” says nothing of dominance or destiny – it was my enculturation as an American that read into it such a teleological narrative. Contested territory, like so much else, starts, and perhaps ends, in the mind.
Title
A name given to the resource
Discovering Contested Territory Through Vietnamese Folk Poetry
Source
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<em>Ca Dao Vietnam: Vietnamese Folk Poetry</em> by John Balaban
Identifier
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discovering-contested-territory-through-vietnamese-folk-poetry
Colonialism
History
Oral Tradition
Poetry
Vietnam
Vietnam War (1961-1975)
-
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ae46611b14bc3874b157ce9018cd181d
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Title
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William Millan
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#Humanitiesinclass
Description
An account of the resource
This collection includes contributions from members of the National Humanities Center's education project Humanities in Class. The project aims to develop a deeper portfolio of curricular materials and help set standards for humanities education that highlight differences among humanities disciplines.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Title
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Finding “the Truth” in Music
Description
An account of the resource
In June 2017, I found myself in a cramped, sweltering apartment in New York’s East Village. I was there with three high-school students to interview William Millan, founder of the seminal 1970s Latin band, Saoco. The students were working on a documentary film about the history of musical communities in New York City. After playing several Saoco albums for us, William described how his interest in the roots of Latin music led him on an intellectual journey to understand the cultural history of the Caribbean, Europe, and Africa. Then he said something profound:
“I wasn’t a very good history and geography student when I was in school… it wasn’t until I really got into the music that I realized it’s not that I don’t like history and geography—I really love history and geography. It was the information they were giving me in school that I couldn’t relate to because it had nothing to do with what I was living. If you go into the music, and you check out the artists’ lives, that’s going to give you a truer picture of history; and in their body of work you’re going to see what the truth is.”
In 20 years of teaching, I have never heard a better articulation of music’s power to engage students in the study of history and culture.
Reflecting on the interview with William, I realized that he was describing the very learning experience my students were having as they created their documentary. By investigating the relationship between individuals and the music that shaped their lives, the students were in fact developing deeper understandings about the history of neighborhoods, their city, and American society—and seeing connections across time and place. Like William, their interest in music led them to think like historians. That day reaffirmed my commitment to interdisciplinary learning and, specifically, to using music and art wherever possible to help students make meaningful connections in my classroom.
Subject
The topic of the resource
Reflecting on the interview with William, I realized that he was describing the very learning experience my students were having as they created their documentary. By investigating the relationship between individuals and the music that shaped their lives, the students were in fact developing deeper understandings about the history of neighborhoods, their city, and American society—and seeing connections across time and place. Like William, their interest in music led them to think like historians. That day reaffirmed my commitment to interdisciplinary learning and, specifically, to using music and art wherever possible to help students make meaningful connections in my classroom.
Source
A related resource from which the described resource is derived
Interview with William Millan, musician and founder of the band, Saoco
Date
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June 2017
Contributor
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<a href="http://nationalhumanitiescenter.org/humanities-in-class-guide-thinking-learning-in-humanities/">Ben Wides</a>, age 46, social studies teacher, East Side Community High School, New York City
Identifier
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finding-truth-in-music
Art
Cultural History
Documentary Films
Geography
History
Interdisciplinarity
Latin Music
Millan, William
Music
New York, New York
Saoco
Teachers & Teaching
-
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Title
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acoustic guitar
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Big Star Tribute
Source
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Big Star
Identifier
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big-star-tribute
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/CsBIA11ugLc" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
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Title
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An Invitation to a Community of Musicians
Description
An account of the resource
Crawford recalls how a potentially traumatic move to a new high school at the age of fourteen could have been a distressing experience, but ultimately showed him the power of community, acceptance, and music.
Contributor
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Jeff Crawford, musician
Identifier
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invitation-community-musicians
Music
Teachers and Teaching
-
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d0d0a4b06ceb7ad917fd90ae0ea411dc
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Title
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Papyrus
Identifier
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papyrus
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Title
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Graduate Student Residents 2021
Identifier
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graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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National Humanities Center Summer Student Residency
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Contributor
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Jacob Brakebill, 27, Ph.D. Candidate
Date
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June 2018
Source
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Papyrus Fragment
Description
An account of the resource
During a summer seminar at the University of Illinois, I got the opportunity to attend an optional session on papyrology, the study of reading ancient materials written on papyrus. The sample we were examining that day was a small fragment no longer than about five inches long. It wasn't a significant text or piece of literature at all. It was a lease agreement for weaving looms, and in reading that, I stood back and it just clicked fully that this was a real person with their own hopes, fears, and dreams. They existed, they ran a business, they mattered to someone in a very tangible way.
In Classics, there's a very real sense of being caught up in the lives of great men who did extraordinary things, but it's a very different and all the more personal feeling to, essentially, have the "What do you do for a living?" small talk with someone whose name history doesn't remember.
Title
A name given to the resource
Renting with Romans
Identifier
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renting-with-romans-papyrus
Ancient History
Ancient Rome
Classics
Material Culture
Papyrology
-
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5a93208ed9dda413b0185690e2227f1f
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
For internal use only, for tracking and metrics.
I heard about the Humanities Moments from my wonderful English professor, Dr. Eide.
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Amanda Trevino, 21, currently a college student who will be attending medical school next fall!
Date
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This moment happened when I was a third grader.
Source
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The <em>Harry Potter</em> series, particularly <em>Harry Potter and the Goblet of Fire</em>
Description
An account of the resource
I was always an avid reader as a child. As a matter of fact, I read a majority of the <em>Harry Potter</em> books when I was in elementary school. These books meant so much to me, it explored my sense of wonder and magic that my young soul craved. As a matter of fact, after reading these books, I dressed up as a witch for the remainder of my time in elementary school. My favorite book out of the series was <em>Harry Potter and the Goblet of Fire</em>. <br /><br />These books mean so much to me because of my mom. She was always so proud of me for reading such big books at a young age. Every time we would visit our family, she would always boast about how much I loved to read. Thinking back on it now, I can finally understand why she made this ordinary pastime for me, such an extraordinary event in her life. My mother did not have the same opportunities as I to read and actually enjoy reading. When my mother was in elementary school, her parents would make her work outside and clean the house in order for her family to survive. She did not have the privilege to sit down and obtain the wonder and joy that books gave me. So, to her, seeing me read must have been a validation her of her hard work so that I would not have to clean our house or work outside. Now, when I look back at the Harry Potter series, I not only think about the wonder and joy these books gave me, but also how happy, relieved, and proud my mother must have felt. She gave me the life that she always wanted. <br /><br />I hope to one day pass down the collection of <em>Harry Potter</em> to my own kids and one day feel that proudness that my mother felt. My mother’s love for me reading, further increased my love of reading. Now, whenever I sit down to read a book, whether it be for fun or class, I always think of my mother and how hard she worked so that I could sit down and enjoy the book that she wished she could read. <br /><br />I was always an avid reader as a child. As a matter of fact, I read a majority of the <em>Harry Potter</em> books when I was in elementary school. These books meant so much to me, it explored my sense of wonder and magic that my young soul craved. As a matter of fact, after reading these books, I dressed up as a witch for the remainder of my time in elementary school. My favorite book out of the series was <em>Harry Potter and the Goblet of Fire</em>. These books mean so much to me because of my mom. She was always so proud of me for reading such big books at a young age. Every time we would visit our family, she would always boast about how much I loved to read. Thinking back on it now, I can finally understand why she made this ordinary pastime for me, such an extraordinary event in her life. My mother did not have the same opportunities as I to read and actually enjoy reading. When my mother was in elementary school, her parents would make her work outside and clean the house in order for her family to survive. She did not have the privilege to sit down and obtain the wonder and joy that books gave me. So, to her, seeing me read must have been a validation her of her hard work so that I would not have to clean our house or work outside. <br /><br />Now, when I look back at the <em>Harry Potter</em> series, I not only think about the wonder and joy these books gave me, but also how happy, relieved, and proud my mother must have felt. She gave me the life that she always wanted. I hope to one day pass down the collection of <em>Harry Potter</em> to my own kids and one day feel that proudness that my mother felt. My mother’s love for me reading, further increased my love of reading. Now, whenever I sit down to read a book, whether it be for fun or class, I always think of my mother and how hard she worked so that I could sit down and enjoy the book that she wished she could read.
Title
A name given to the resource
Harry Potter and My Mom
Identifier
An unambiguous reference to the resource within a given context
harry-potter-and-my-mom
Books & Reading
Harry Potter and the Goblet of Fire
Mothers & Daughters
Rowling, J.K.
Students
Young Adult Literature
-
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80bb1e1e38094f1169ee674f7f5575f2
Dublin Core
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Title
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Three Little Birds
Source
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Pixabay
Identifier
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three-little-birds
Dublin Core
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Title
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Graduate Student Residents 2021
Identifier
An unambiguous reference to the resource within a given context
graduate-student-residents-2021
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Contributor
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Irene Gasarah, Ph.D. Student
Date
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Fall 2016
Source
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"Every Little Thing is Gonna Be Alright"
Description
An account of the resource
In the Fall of 2016, I started putting together application materials to begin my Masters program. I had so much anxiety going into the process and a lot of life changing questions– do I want to continue with the theatre? Am I ready to leave my family and study in another country? The longest I had gone without seeing my family was maybe two months in college.<br /><br />One day, while working on my materials and going through the motions, "Every Little Thing Is Gonna Be Alright" by Bob Marley just came to mind and I started to hum the song. I stopped working and played the whole song on my phone before I went back to work. This was a song my mom who died of cancer would sing all the time– and in that moment, I felt her and I felt peace. It felt like she was trying to say something, to comfort me. I could hear her telling me I could do it or that I was ready for the next chapter of my life. <br /><br />I finished my Masters and even went on to enroll in a Ph.D. program. To this day, whenever I feel my anxiety creeping up or whenever I feel myself falling into a dark place, I just sing that song and cry a little. After that, I feel great– a sense of calm and peace just takes over. It is not a magic wand that makes the challenge disappear– however, it provides me with little moments of calm and clarity to solve the problem. (And knowing that it is like my special time with my mother makes it even better.)
Title
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It Really is Gonna be Alright...
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Bob Marley
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really-gonna-be-alright
Comfort
Connection
Family
Marley, Bob
Music
Nostalgia
Song Lyrics
Songs
-
http://humanitiesmoments.org/files/original/8/180/Madonna.jpg
b0612c4055e06e499df670c75137abda
Dublin Core
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Title
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Madonna
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Title
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National Humanities Center Fellows
Subject
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Any contributions from current or past fellows at the National Humanities Center
Description
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This collection includes contributions from current or past fellows at the National Humanities Center
Sound
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<p>My name is Caroline Jones and I’m a professor of art history at a technical university known as MIT in Cambridge, Massachusetts. I’ve really enjoyed my time at the National Humanities Center because it’s given me an opportunity to think about the humanities, which I don’t always get every day at MIT.</p>
<p>I think for me, a really powerful moment in my thinking about the humanities came when I began my teaching career. I was just a lowly TA and we had a course on the books that was essentially a kind of art appreciation class, and people from the West, from America, might have seen this as a bit of a finishing school or something like that. But one of my students, who was not from this background, said, “Okay, I get all this stuff about the Madonna, but what’s that plate behind her head?”</p>
<p>I realized, in a kind of shimmering cascade, that my cultural upbringing had closed off for me some very deep questions in the humanities that could only be answered by history, by a study of religion, by a question of, where <em>does</em> that plate come from behind the Madonna’s head? What is the mandorla? What is the halo? How much of this is coming from the East? What does it bring with it as a kind of iconography? So the humanities, for me, are a dialogue with all that we have taken for granted, and a way of opening that up to renewed inquiry and a kind of wonder.</p>
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<iframe width="100%" height="166" scrolling="no" frameborder="no" allow="autoplay" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/809871376&color=%2355d7d2&auto_play=false&hide_related=false&show_comments=false&show_user=true&show_reposts=false&show_teaser=false"></iframe>
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Madonna’s Mandorla
Description
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While acting as a teaching assistant for a large art appreciation course, Caroline Jones witnessed a student’s curiosity about a painting of the Madonna. Such symbols, so pervasive and recognizable in Western culture, she realized, are not as simple and self-contained as they may seem to some of us. The experience helped her to see that even familiar objects are best considered through multiple frames, and that all parts of the humanities—including art history, religion, and history—are made more robust when put into a dialogue with one another.
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madonnas-mandorla
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<a href="https://nationalhumanitiescenter.org/meet-the-fellows/caroline-a-jones/">Caroline A. Jones</a>, professor of art history at MIT
Art History
Cultural Exchange
History
Madonna
Professors
Religion
Symbolism
Teachers & Teaching
-
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West End
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west-end
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Graduate Student Residents 2021
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graduate-student-residents-2021
Text
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I learned of Humanities Moments from the NHC Summery Residency.
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Ari Green, 27, Doctoral Student and Archival Processing Assistant
Date
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2017
Source
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"Inner City Blues"
Description
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My humanities moment comes in the form a song called "Inner City Blues," by Marvin Gaye. The song was released in 1971 and it was a vocal illustration of the widening gap of inequality, racial instability, and social hardship endured by Black Americans in urban cities. <br /><br />I had heard the popular songs by Gaye before, but I had never really listened to his catalog in full. So when I finally heard "Inner City Blues," I immediately knew what he was talking about because I was able to witness similar things in my hometown, I just did not have the words. But this song helped me put my hometown into perspective and look deeper into the history of Sacramento (California). This song inspired my master's thesis on displacement and gentrification in Sacramento. And it helped be further understand the place I come from. "Inner City Blues" also inspired me to develop a travel exhibit that depicts change over time in Sacramento throughout all of its' cycles of rebirth, death, and redevelopment as a city.
Title
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A History of Redevelopments
Creator
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Marvin Gaye
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history-redevelopments
African American History
African American Musicians
Black Musicians
California
Music
Sacramento, CA
Urban Life in Music
-
http://humanitiesmoments.org/files/original/169/kennedys.jpeg
4043164748676d5eae8cf7df568b00c9
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Jackie O. and John F. Kennedy engagement photo by Richard Avedon
Moving Image
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<iframe width="560" height="315" src="https://www.youtube.com/embed/B3voqrDJaDg" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
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Title
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Discovering How Literature and Art Place Demands on Us
Description
An account of the resource
<p>From reading <em>Crime and Punishment</em> as a high school senior and the Depression-era masterpieces <em>Absalom, Absolom!</em> and <em>Let Us Now Praise Famous Men</em> in college, Gil Greggs describes a personal journey of discovery about the ways literature connects readers to the real world.</p>
<p>Later, he describes how the portraits painted by Rembrandt and photographs taken by Richard Avedon help us notice and better appreciate the humanity of the people around us and to perceive hints of their inner lives.</p>
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Dr. Gil Greggs, Director of Academic Programs, St. David’s School, Raleigh NC
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gil-greggs-learning-to-read-in-order-to-see
Absalom, Absalom!
Agee, James
Avedon, Richard
Books & Reading
Crime and Punishment
Dostoyevsky, Fyodor
Evans, Walker
Faulkner, William
Let Us Now Praise Famous Men
Literature
Paintings
Photography
Rembrant, Harmenszoon van Rijn
Teachers & Teaching
-
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Violinist
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Pixabay
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violinist
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Tara Murray
Description
An account of the resource
My Humanities Moment happened when I realized that Art and Music actually saved my life when I needed it. I remember walking in New York City at night. I didn't know what I wanted to do with my life. I was so depressed about how New York City is changing. I didn't see the Old New York anymore. All I see is glass building and ads everywhere.
I reached Central Park at Sunset. I saw a man playing the violin. The sound of the violin reached my soul and spirit. I had my camera at the time and used it to record the music. I stood there for hours listening to music. When the music stopped, I thanked him for everything. I was glad to hear something different and at the same time classic. I learned to cherish everything because things are changing.
Title
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Classical Music Saved My Life
Identifier
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classical-music-saved-my-life
Classical Music
New York, New York
-
http://humanitiesmoments.org/files/original/129/fashion-fair-designer-fashions.1.jpg
3d221e5e28543419610b48f2281ca257
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Ebony Fashion Fair designer fashions, NCMA
Creator
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Olympia Friday
Text
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Haute Couture: Fashion Fair and the Empowerment of the Black Community
Description
An account of the resource
<p>I recall flipping through <em>Ebony</em> magazine as a child in the 80s and often seeing pictures of Fashion Fair models. It didn’t dawn on me then how the power of fashion was being used to inspire an entire community. After seeing “Inspiring Beauty: 50 Years of Ebony Fashion Fair” at the North Carolina Museum of Art, it became clear to me. I developed a deeper sense of the importance of John and Eunice Johnson’s creation.</p>
<p>The Johnsons started Fashion Fair in 1958. This quote by Mr. Johnson, which was a part of the exhibit, placed Fashion Fair into greater context for me:</p>
<p>“<em>Ebony</em> was founded to testify to the possibilities of a new and different world. In a world of despair, we wanted to give hope. In a world of negative Black images, we wanted to provide positive Black images. In a world that said Blacks could do few things, we wanted to say they could do everything.” –John H. Johnson, from his autobiography, <em>Succeeding Against the Odds</em>, 1989</p>
<img width="600" height="464" src="http://humanitiesmoments.org/files/original/john-johnson-ebony-quote.jpg" />
<p>Fashion Fair was more than models strutting the runway in expensive designer clothing. It was an empowering and uplifting cultural force and antithetical to the negative portrayal of Blacks at the time. Fashion Fair debunked commonly held beliefs about Blacks. It showed them as beautiful, successful, glamorous, classy, and dignified. Ebony Fashion Fair ended in 2009. Yet, it cemented its place in history.</p>
Source
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<em>Inspiring Beauty: 50 Years of Ebony Fashion Fair</em>, an exhibit at the North Carolina Museum of Art
Creator
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John and Eunice Johnson
Date
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2017
Contributor
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Olympia Friday, Digital Engagement & Marketing Coordinator, National Humanities Center
Identifier
An unambiguous reference to the resource within a given context
fashion-fair-black-community
African American History
Art Museums
Black History
Ebony Fashion Fair
Ebony Magazine
Fashion Design
Hope
Identity
Inspiration
Inspiring Beauty: 50 Years of Ebony Fashion Fair
Johnson, Eunice
Johnson, John
North Carolina Museum of Art
Raleigh, North Carolina
-
http://humanitiesmoments.org/files/original/15/319/LGBTQ_medical_image.jpg
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Medical clinic
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https://pixabay.com/photos/medical-appointment-doctor-563427/
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medical-clinic
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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
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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Grad Student Summer Residents 2019
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Jessica Herling, 27, Sociology and Women's and Gender Studies graduate student
Source
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Adina Nack, <em>Women Living With Incurable Sexually Transmitted Diseases</em>
Description
An account of the resource
<p>My humanities moment connects to a book, titled <em>Damaged Goods: Women Living With Incurable Sexually Transmitted Diseases</em> written by Adina Nack, a sociologist and women’s and gender studies (WGS) scholar writing about health, sexuality, and society. This book is about women’s experiences living with HPV. I read this book in my undergrad in a WGS course about medicine, right around the time I was starting to learn more about WGS and before I decided to double major in this discipline. In particular, one of the book’s themes focuses on provider-patient interactions and the misinformation that spreads surrounding women’s sexuality and who can be affected by HPV, which really stood out to me at the time. Women reported being told inaccurate information about their risk of contracting the disease based on their sexuality.</p>
<p>Flash forward to the end of my first year of graduate school, where I was at the gynecologist for an annual pap smear. In the back of my head, I was always curious about the themes from this book and about how providers might share inaccurate information with their patients. Unfortunately, as it turns out, I was not disappointed. I don’t remember how the conversation started per se, but I know that I initiated a line of questioning about STIs and the risks of contracting HPV as a queer woman and that my gynecologist did not. In response to my inquiries, my gynecologist responded saying that women who have sex with women are not as at risk as others, saying something along of the lines of “it doesn’t go in as far” — whatever that means.</p>
<p>This moment was important to me for two reasons: 1) in the moment, I remembered from Nack’s book that this type of (mis)information contributed to women’s misunderstandings of their risk of getting HPV and subsequently their contraction of this STI; and 2) later, I would reflect on and unpack whatever “it doesn’t go in as far” means and the types of ideologies about gender and sexuality circulating there. This provider held a lot of assumptions about gender and sexuality that informed this response: assumptions about the types of sex people are having; about how sexual identity and behavior relate to one another; and about binary sex/gender. These assumptions contributed to inferior care and did not take into account people’s lived experiences of their gender and sexuality.</p>
<p>Nack highlighted women’s perspectives on their health and sexual selves in her book to capture a more complex understanding of women’s sexuality. As demonstrated by my provider, the complexity of people’s lived experiences of their gender and sexuality are incompatible at times with a biomedical framework or understanding of gender and sexuality, and misinformation about health, sexuality, and gender can flourish in this space. These types of themes of this incompatibility between biomedical and WGS informed understandings of sexuality and gender and the stakes for patients have turned into questions that guide my research. With my research, I am interested in how gender and sexuality get transformed in the clinical encounter and how doctors teach and learn about gender and sexuality. Within the classroom, how is a patient’s gender/sexuality, and the complexity inherent in these lived experiences, understood? Physicians, in some ways, elided the sexualities and gender identities of women in Nack’s book, and my own. To me WGS perspectives on gender and sexuality make room for possibilities to transcend gender and sexuality binaries. These understandings of gender and sexuality from the two sources — biomedical and WGS — do not necessarily map onto one another, and I want to know why and how WGS perspectives can impact medical education to be able to provide care for LGBTQ identities in a nuanced way.</p>
Title
A name given to the resource
Damaged Goods? Learning about (Mis)information about Sexuality in the Clinic
Identifier
An unambiguous reference to the resource within a given context
damaged-goods
Doctors & Medicine
LGBTQ Rights
Sociology
Women's and Gender Studies
Women's Health
-
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African American Park Ranger Sylvester Putman and Maggie Laura Walker Lewis at the July 14, 1985 opening ceremony for Maggie L. Walker National Historic Site
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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
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<iframe width="480" height="270" src="//www.youtube.com/embed/cU_KTDTZxXM" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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Title
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The Only Person of Color in the Room
Description
An account of the resource
<p>At 95, Betty Reid Soskin is the oldest active U.S. Park Ranger. Having lived through wars, racial segregation, and other turbulent times in our history, she says empathy and world peace are possible through the humanities.</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>
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<a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a>
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California Humanities
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betty-reid-soskin-us-national-park-ranger
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Betty Reid Soskin, U.S. National Park Service Ranger
African American History
American Civil War & Collective Memory
Ancestors
Collective Memory
Empathy
Historic Sites
Historical Memory
History
National Parks & Reserves
Peace
Race Relations
Slavery
United States Park Rangers
Women's History
-
http://humanitiesmoments.org/files/original/84/Map_of_Walden_Pond.jpg
446f697a6c364d30e4d0eb4bc4705e37
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Map of Walden Pond
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Title
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A Quiet Desperation
Description
An account of the resource
In my late 20s, I knew that I wanted to make a vocational shift, but I struggled to find the courage to do so. One day, I came across the lines of Transcendentalist philosopher Henry David Thoreau. “Most men lead lives of quiet desperation,” he wrote in <em>Walden</em> in 1854. <br /><br />Thoreau’s writing—a reflection on human nature’s tendency to reside in a “quiet desperation”—helped me to pinpoint my own misgivings about my professional path. This realization imparted me with the courage to face my self doubts, take a risk, and follow my vocational dream.<br /><br />Though Thoreau lapsed into an unfortunate gender bias (as women may lead lives of quiet desperation, too), I still took refuge in his words. Reflecting on my own life (which felt quietly desperate, I realized) imparted me with the audacity to make a change and follow my professional dream. My life, while still quiet, no longer feels desperate.
Date
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2013
Identifier
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a-quiet-desperation
Source
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<em>Walden, or, Life in the Woods</em> by Henry David Thoreau
Contributor
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Anonymous
Books & Reading
Courage
Introspection
Literature
Somerville, Massachusetts
Thoreau, Henry David
Transcendentalism
Vocation
Walden, Or, Life in the Woods
-
http://humanitiesmoments.org/files/original/138/radio-1920x1180.jpg
f871d26dbe281319e1f198d17244c152
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Title
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Radios
Text
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Title
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We All Float On
Description
An account of the resource
When I was a senior in high school, one of my friend's passed away from a tragic accident. My friend and I decided to attend the funeral together for comfort and support. I picked her up early that morning to shed our tears over him, and after spending some time with the family, we made our way back home. We decided to turn on some music to lighten the mood, when a Modest Mouse song came on the radio- "We All Float On." The two of us started bawling, but by the end of the song we felt we had healed, if only a little bit. We felt weightless. Life is short, and we're all just bumping around in it. Its crazy how sometimes the universe gives you exactly what you need.
Date
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2014
Contributor
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Katie Clark, 21, Student
Identifier
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we-all-float-on
Source
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"We All Float On" by Modest Mouse
Accidents
Consolation
Death
Friendship
Grief
Modest Mouse
Music
Radio Music
Song Lyrics
Students
We All Float On
-
http://humanitiesmoments.org/files/original/8/58/plutarchs-lives-300.jpg
0d5fb2a30a5a9bf2daa0e558f5c0b2c8
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Title
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Plutarch's “Lives”
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National Humanities Center Fellows
Subject
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Any contributions from current or past fellows at the National Humanities Center
Description
An account of the resource
This collection includes contributions from current or past fellows at the National Humanities Center
Text
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An Unexpected Insight
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<p>At the end of my sophomore year in high school, during the awards ceremony in June, I received my varsity letter for playing football. And then my history teacher, Mr. Harvey, got up and gave three academic awards. To my complete surprise, I received one of those prizes. It was a book of <em>Plutarch’s Lives</em>, which was inscribed to me in part as follows: “This book ... represents his persistent toil toward clear, precise and meaningful expression in history at the Paris American High School.”</p>
<p>In addition, Mr. Harvey had also written the following quotation on the inside cover of the book, for me to ponder: “In times of danger and change when there is a quicksand of fear under men’s reasoning, a sense of continuity with generations gone before can stretch like a lifeline across the scary present.” –John Dos Passos<br /><br />Mr. Harvey was the most outstanding, demanding and humane teacher I studied with during my four years of high school. His course in world history first opened my eyes to the excitement of historical studies, to discussing the interpretation and meaning of historical developments, to independent and critical thinking, and to the challenge of writing [my historical essays] well. He would write copious comments on my papers, counseling me, e.g., to choose words wisely, especially verbs — remember what Voltaire said, he reminded us: “the verb is the soul of the sentence.” Receiving this recognition from him was so unexpected and so wonderful; the way I felt you might have thought I had won a Nobel Prize. And as part of this gift, he offered his final unexpected insight, with that quote from John Dos Passos. He was sharing another idea, giving me yet another view — a long and capacious view — of how and why the study of history is so valuable and important.</p>
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Mr. Harvey was the most outstanding, demanding and humane teacher I studied with during my four years of high school. His course in world history first opened my eyes to the excitement of historical studies, to discussing the interpretation and meaning of historical developments, to independent and critical thinking, and to the challenge of writing [my historical essays] well. He would write copious comments on my papers, counseling me, e.g., to choose words wisely, especially verbs — remember what Voltaire said, he reminded us: “the verb is the soul of the sentence.” Receiving this recognition from him was so unexpected and so wonderful; the way I felt you might have thought I had won a Nobel Prize. And as part of this gift, he offered his final unexpected insight, with that quote from John Dos Passos. He was sharing another idea, giving me yet another view — a long and capacious view — of how and why the study of history is so valuable and important.
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June 1, 1956
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Jaroslav Folda, N. Ferebee Taylor Professor emeritus, UNC
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unexpected-insight
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<em>Plutarch's Lives</em>
Books & Reading
Dos Passos, John
History Education
Paris American High School
Paris, France
Plutarch
Plutarch's Lives
Professors
Teachers & Teaching
World History
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http://humanitiesmoments.org/files/original/375/883002856.jpg
7ec5779a10767854055608c3b379f980
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My school, Mountain Heights Academy, had an assignment to make one.
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<iframe width="560" height="315" src="https://www.youtube.com/embed/FxhLfswAn7Q" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe>
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Evalin Musser, a 2020 senior at Mountain Heights Academy
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2017
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Guillermo del Toro, “Pan’s Labyrinth”
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<p>Seemingly small moments, unexpected and beautiful, make this world interesting. Noticing the beauty all around is a pastime that comes with many benefits, especially in the field of the humanities. Art, music, and film—they are areas I will always enjoy, but one specific night heightened my love for all three, and it happened in the most humble of places.</p>
<p>First of all, some background would help show the context. In 2017, I was 15, and had not seen an R-rated movie in my life (knowingly, at least—I don’t count the movie I saw with my friends that we all thought was PG-13 and was, in reality, R-rated), and my parents were pretty strict on that rating. Furthermore, I was understandably surprised when they insisted on me watching an R-rated film with them. The fateful movie was called <em>Pan’s Labyrinth,</em> directed by Guillermo del Toro in 2006. I was skeptical due to several factors, including the rating and language, which was Spanish, so we needed English subtitles. Even so, I gave it a chance, thinking that a movie with the rating it had would have to be amazing for my parents to let me watch it. That reasoning turned out to be true.</p>
<p>In the cozy bedroom of my parents, I didn’t simply watch a movie; I experienced an epiphany, or at least my Humanities Moment. I don’t want to spoil the movie for anyone, because they need to see it for themselves, so I’ll give a general premise. <em>Pan’s Labyrinth</em> is a fantasy drama film following the adventures of 10-year-old Ofelia, who finds a labyrinth near her new home in 1944 Spain. A faun-like creature meets her there, who gives her tasks to complete. Meanwhile, her pregnant mother marries a new husband, Captain Vidal, who is a cruel Falangist hunting down rebels after the Spanish Civil War. The film blends fantasy and reality together so that it’s sometimes difficult to distinguish between them. The film hit me hard with its brutal representation of war and violence, and the fantastical beauty found within those moments of cruel reality. I’ll be totally honest: I was sobbing uncontrollably by the end, and could hardly go to sleep that night because of the thought of this movie. Two main factors, other than its artistic choices, acting, etc, have influenced me and changed my perspective: music and history.</p>
<p>Much of the music made for this film was hauntingly beautiful. Whole stories can be kept within a single song, which was shown in <em>Pan’s Labyrinth</em>’s music. Emotions and unspoken thoughts were woven into the hummed tune of Mercedes’ lullaby, which was the song that inspired me the most. Simply through the music, it gave me so many ideas for characters in the story I was writing, which led me to animate to the lullaby. It also led me to learn the music on the piano. <em>Pan’s Labyrinth</em> gave me a wonderful example of what music can do.</p>
<p>Second, the realness from the movie staggered my perspective of the world. It showed me how many violent battles and wars have happened all over the earth and are happening right now. The aftermath of the Spanish Civil War left people divided into political parties, and the violence caused by Captain Vidal, a fascist sort of monster, harmed and killed the rebels of different ideals (“Pan’s Labyrinth”). It left me wanting to learn more about the present conflicts in our world, just to have the knowledge so as not to fall into the trap of ignorance.</p>
<p>To say the least, <em>Pan’s Labyrinth</em> created a Humanities Moment for me, forever to change my perspective on war, and inspire me to create works of art.</p>
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Making Magic Through Film
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making-magic-through-film
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http://humanitiesmoments.org/files/original/13/200/French_Indochina_post_partition.png
c6268a7744443bc59d2548f17e853b7e
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French Indochina Post-Partition
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french-indochina-post-partition
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Contested Territory: America’s Role in Southeast Asia, 1945–75
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A National Endowment for the Humanities Summer Institute for Teachers
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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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National Humanities Center Summer Seminar
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Kate Cruze, 35, History Teacher, Greensboro NC
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July 1954
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I misunderstood the Geneva Accords and the reasons behind American involvement in Vietnam. I knew it was in the context of the Cold War but I did not understand why it had to happen and was I to teach a war or a conflict? After Pierre Asselin spoke on the subject and shared a similar map I understood that context was critical and that this was a war for the Vietnamese and a conflict the Americans could not politically shy away from.
The map chosen is significant as it is a Western perspective of a nation with delineations assigned by outsiders. Questions emerged. Where is Vietnam? Who is Vietnam? How could this map possibly tell me the answers.
It was in viewing this map and reflecting on the conversations and lectures from the seminar that I better understand this was a complex situation for a diverse group of people who had to answer difficult questions in the context of the Cold War. Who you claimed to be determined if you were a friend or foe of the United States. If a friend threatened to fall to our enemy, what choice did we have but to act in order to save an ally. As France used the Cold War to gain American support, the North Vietnamese used our own words to defend its independence. It was a time for hard choices, and we made ours: to defend democracy from tyranny of communism.
This moment in history resonated with me because I walked away finally feeling like I understood what various peoples of Vietnam were fighting for and how the United States fit into the narrative.
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Why Americans in Indochina Wars?
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why-americans-in-indochina-wars
History
Teachers & Teaching
Vietnam
Vietnam War (1961-1975)
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http://humanitiesmoments.org/files/original/9/232/Sun_City_Logo.jpg
134dd3b6569ce6098dface727282cd73
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Sun City logo
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Teacher Advisory Council
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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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At the National Humanities Center in May, 2017
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Patrick Touart, born 1973, public school teacher, Pittsylvania County Virginia
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Spring of 1986
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Artists Against Apartheid Video - Sun City
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I first discovered what being a global citizen meant when I was just thirteen and a part of the MTV Generation. MTV debuted in 1981, but in rural Virginia I didn’t get my MTV until 1986. It was the era of the super group. The famine relief charity, Band Aid, had surprised everyone with the hit “Do They Know It’s Christmas?” That was followed with the spectacular success of “We are the World”. The idea of the super group wasn’t new, but this super group was like nothing I had ever seen.
Every face that flashed by seemed either fascinatingly original or historic or both like Dylan, Miles Davis, Springsteen, Pete Townshend, Run-DMC, Bono, Kurtis Blow, Joey Ramone, and The Rolling Stones! These were just a few of the musicians that created United Artists against Apartheid. A super group formed not just for charity, but for protest. I didn’t know most of the artists, but with the ones I knew I was immediately hooked. These weren’t new wave singers or pop stars, these were rockers and rappers. These were my heroes singing about a place called Sun City.
In the days of no internet, my only choice was the public library where normally I used the children’s section, but this time was different. I went and met the adult librarian and explained my interest in South Africa and Sun City. She led me to a card catalog and then taught me how to look up things on microfilm. Here I discovered the horrors of apartheid. She directed me to Archbishop Tutu’s calls for stiff sanctions on his own country in the New York Times.
What was I to do? I had to write my first letter to my representative, supporting something called the Comprehensive Anti-Apartheid Act. I received a nice letter thanking me for writing in support of the measure and behaving in such a fine civic matter. I was so excited, this is what democracy was supposed to look like. You write a letter and your bill gets passed! To my disbelief, President Reagan vetoed the bill, and then Congress overrode his veto!
That summer MTV played the video “Biko” by Peter Gabriel in heavy rotation and I committed to raise awareness about apartheid. The song had a new video to coincide with the release of the movie, Cry Freedom. A fantastic film about the life of the slain leader Steve Biko, starring Denzel Washington. “Biko” was such a powerful song that it inspired me to join Amnesty International and buy my first Free Mandela shirt to wear to school. Its lyrics with their harsh simplicity cut to the core of his murder. Gabriel’s performance at Live Aid 1986 for Amnesty was absolutely mind blowing. I wanted to show my classmates the injustice of apartheid and the brutality of this racist system. While I had never traveled to South Africa, I could feel the pain of people trapped in the townships forced to suffer under an oppressive government. Then the day came in 1994 when Nelson Mandela was elected president of South Africa and apartheid was over. As Mandela was fond of saying “What's past is past. We look to the future now.”
I felt a sense of triumph and purpose, I had been a very tiny part of a cause greater than myself and I had been on the right side of history. I had been teaching for 16 years in 2003, when I had the chance to watch with awe as Gabriel sang to a packed stadium in Cape Town “Biko” to Mandela. My humanities moment was being awakened to the world outside my doorstep by the global revolution of music television and empowered to help make it a better place.
Title
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How MTV Helped End Apartheid
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how-mtv-helped-end-apartheid
Activism
Artists United Against Apartheid
Biko
Comprehensive Anti-Apartheid Act of 1986
Danville, Virginia
Gabriel, Peter
Letter Writing
MTV
Music
South Africa
Sun City
Teachers
Television
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http://humanitiesmoments.org/files/original/297/Golda_Meir.jpg
31b11fc9ef1d46000bacf225e8ca89f3
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Golda Meir in 1949
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<iframe width="640" height="360" src="https://player.vimeo.com/video/343052738" frameborder="0" allow="autoplay; fullscreen" allowfullscreen="allowfullscreen"></iframe>
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Heidi Camp
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A Lifelong Love of Biographies
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<p>Author, educational advocate, and entrepreneur David Bruce Smith recounts how his passion for reading biographies as a child instilled in him an enduring love of history and allowed him to overcome scholastic pressures he faced to deviate from his intellectual path. This exercise also connected him more strongly to a shared literary tradition within his family and granted him a level of insight and wisdom he has carried throughout his life.</p>
<p><em>Curator's note</em>: The Grateful American™ Foundation is dedicated to restoring enthusiasm in American history for kids and adults. Smith holds a bachelor’s degree in American Literature from George Washington University, and a master’s in Journalism from New York University. During the past 20 years he has been a real estate executive and the editor-in-chief/publisher of <i>Crystal City Magazine</i>. He is the author of 11 books, including his most recent title, <i>American Hero: John Marshall, Chief Justice of the United States</i>. The Grateful American Book Series for <i>children</i>, featuring historic couples that were partnerships, debuts in the fall with <i>Abigail and John</i>—a joint biography of the Adams's.</p>
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david-bruce-smith-biographies
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David Bruce Smith, Founding Father of the Grateful American™ Foundation
Biography
Books & Reading
History