Beadie, Nancy to Dougherty, Jack, e-mail, May 20, 2015 (in Jack Dougherty's possession).
Sam Wineburg, , Martin, Daisy, and Monte-Sano, Chauncey, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (New York: Teachers College Press, 2011), vi. To cultivate these skills, several history educators have drawn on the “Making Sense of Evidence” section of History Matters: The U.S. Survey Course on the Web, American Social History Project/Center for Media and Learning and the Roy Rosenzweig Center for History and New Media, http://historymatters.gmu.edu/browse/makesense/.
See the “Common Schools” section of the Education Reform syllabus (http://commons.trincoll.edu/edreform) that includes the slide presentation, “Thinking Like a Historian about the Common School Movement” (http://bit.ly/Thinking-Like-An-Historian-CSM), with links to annotated Google Docs of primary sources, such as Horace Mann, “Intellectual Education as a Means of Removing Poverty, and Securing Abundance” excerpt from “Annual Report to the Board of Education of Massachusetts for 1848,” in Life and Works of Horace Mann, ed. Mary Tyler Peabody Mann, vol. 3 (Boston: Walker, Fuller, 1865), 663–70, http://catalog.hathitrust.org/Record/001067112; Catherine Beecher, The Evils Suffered by American Women and American Children: The Causes and the Remedy (New York: Harper & Brothers, 1846), excerpt, http://catalog.hathitrust.org/Record/003456542; Hughes, John, Committee of Catholics, Address of the Roman Catholics to Their Fellow Citizens, of the City and State of New York (New-York: Hugh Cassidy, 1840), http://archive.org/details/addressofromanca00newy. See also William Holmes McGuffey and Stanley W. Lindberg, “The Little Chimney Sweep (First Reader, 1836–1857 Editions),” in The Annotated McGuffey: Selections from the McGuffey Eclectic Readers, 1836–1920 (New York: Van Nostrand Reinhold, 1976), 16–18.
For the original teaching essay, see Dougherty, Jack, “Making Sense of Multiple Interpretations,” History of Education Quarterly
44, no. 1 (2004): 105–8.
For further details on the pedagogical process, see Rollins, Elaina, Ceglio, Clarissa, and Dougherty, Jack, “Writing Greater Hartford's Civil Rights Past with ConnecticutHistory.org,” Connecticut History Review
53, no. 2 (Fall 2014), 220–26, reprinted with permission in Dougherty and contributors, On the Line, http://epress.trincoll.edu/ontheline2015/chapter/connecticut-history-review/. For a video on the process and student reflections at ConnecticutHistory.org programs, see Make Life Collaborative, 2013, http://youtu.be/NuWg9Jrkrpw.
Students engaged in this brief role-play after reading most of Pillars of the Republic paying particular attention to chapter 7 on resistance to reform. Carl Kaestle, Pillars of the Republic: Common Schools and American Society, 1780–1860 (New York: Hill and Wang, 1983).
At this writing, the “Big List of Reacting Games” included over ten published games, over seventy-five working models and prototypes, and seventy more at the conceptual stage. Reacting to the Past, Barnard College, accessed August 2015, https://reacting.barnard.edu/.
Carnes, Mark C., Minds on Fire: How Role-Immersion Games Transform College (Cambridge, MA: Harvard University Press, 2014).
He teaches two courses: Education Reform—Past and Present (a mid-level survey course that typically enrolls twenty undergraduates) and Cities, Suburbs, and Schools (an upper-level research seminar that enrolls ten to fifteen undergraduates). For syllabus and course materials for the former, see ; for the latter's, see .