I have attended several similar events but have to say that The Georgia Historical Society event was the best I have ever attended. I know I am biased as it was all about “Georgians”, but that is what made the event so special to me. It is nice to have an opportunity to recognize great companies, and great leaders, from our state and you really achieved a wonderful forum for this. I can only describe my experience as “spectacular.”
Notes from Jacob G. Smith Elementary School Students
I was able to take advantage of your hours on Saturday, June 19, and get a feel for what’s available. I am very excited about the upcoming research opportunities. My focus has shifted from port cities in general to southern port cities so Savannah (and Sunbury) will get even more attention than it otherwise might have. My twofold aim is to fill a gap in southern history by focusing on the Revolutionary experience, and to argue and demonstrate that prior to the rise of King Cotton, the Lowcountry did indeed have a vibrant, commercial urban economy, and to explore ways in which the Revolution and the change in the economy may have contributed to the decline of the ports and the dominance of the hinterlands. I have taken advantage of membership in your fine organization and am already noticing the benefits. I am planning a return trip to the area sometime in January for more extensive research and wondered whether your hours will be different than those listed on the website. Thank you for your time and I look forward to working with you.
Thank you, Dr. Deaton and the rest of the GHS library staff for the wonderful trip to Ebenezer Creek. What a great thing to be able to see that emotional slice of history come to life. I cannot thank you enough for this incredible opportunity.
Thanks again for all of your help during my trip to Savannah! It was a great research trip, and the facilities and staff of the GHS were a big part of that. After visiting both Savannah and Charleston, I’m really tempted to make my next project more specifically southeastern… but I suppose I should worry about finishing this one first!
I came to the Georgia Historical Society four weeks ago in search of the historic house I’d made several drawings of, from interior photos copied from the Society’s collection almost a year ago. A long shot …but Nora and Lynette were willing to search for me. They were gracious, not to mention essential. I was on a short deadline. I could not have pulled this off without them.
I recently finished earning my MA in Architectural History at the Savannah College of Art and Design. While I was studying in Savannah, I thought it might be wise and rewarding to write about Savannah – so my recently-completed thesis focused on the Depression-era decision to demolish Franklin, Liberty and Elbert squares for a Federal Highway that never truly arrived. I racked up hundreds of hours of primary research, much of it in front of the microfilm machines at the Georgia Historical Society. Not only did I uncover fascinating information about what was essentially a Federal push to demolish Montgomery Street’s three squares, but I also dug up wonderfully enlightening information about previous and subsequent efforts in Savannah’s history to demolish all of the town squares.
Dr. Deaton and Dr. Groce have done a brilliant job putting together the NEH seminar. together. The whole thing has been beautifully planned and the outside visitors like David Blight perfectly chosen. You’ve chosen great scholars who are also sociable, interactive, and down to earth. The readings are stimulating and sometimes downright fun. The field trips leave lasting memories. And yet, with all that planning, there’s a relaxed atmosphere that allows for flexibility and spontaneity. What a pleasure! You would be delighted if you could hear the comments of the participants behind your back. As the old guy of the group, I’ve seen a lot of these things, and this one is the best, period, no doubt about it. It’s in a league of its own. I’m already telling some gifted friends they need to think about applying when you offer this seminar again.
Thank you so much for coming to our school and teaching us about Johnny Mercer. My favorite songs were “Hooray for Hollywood” and “Moon River.” I didn’t know you lived on Gwinnet Street! I thought your presentation was awesome!
Please accept this sincere thank you for the extensive work that the Georgia Historical Society did to research the history of our firm, Hancock Askew & Co., LLP. We plan on celebrating our 100 year anniversary next year and will do so confidently with your research about our beginnings and the path from 1910 to the present as a key part of those celebrations. We could not be more pleased with the work that Alison did and the professionalism and enthusiasm with which she did it. The Georgia Historical Society is a gem for Savannah and for all of Georgia.
Thank you ever so much for your assistance in the library. All of this makes me very happy to have been a member of the GHS for the last dozen years!
Today I went to the Georgia Historical Society in Savannah. I was attempting to locate a document that contained the badge number of Officer Walter Marlow who was killed while on duty on March 27, 1921. John Dickinson assisted me and was instrumental in guiding me to the microfilm that ultimately contained the information that I needed. Because of his assistance, I can now pass on to the family of Officer Marlow his badge number, 103. They never knew what it was. They are going to have an old Savannah Police Department badge etched onto a gravestone which will be placed at Officer Marlow’s grave in Laurel Grove Cemetery. John Dickinson exhibited exceptional customer service and a willingness to assist me with my quest to find the badge number. His efforts are greatly appreciated.
I wanted to tell you again how wonderful it was to be part of the NEH Landmark workshop. I learned and experienced more than I could have ever imagined. You and your team created and conducted a flawless week, while bringing together a magnificent consortium of participants and speakers. I know you are probably enjoying a break from the deluge of scholars upon the radiant Hodgson Hall, but rest assured that you have left a lasting impression on those that have visited your scholarly oasis, the least of which has been myself.
Response to GHS’s 2012 NEH Landmarks workshops on African-American history in the Georgia Lowcountry:
This was an outstanding workshop. I am still processing all the amazing information, perspectives, and interpretations we were exposed to. The quality of scholarship and collegiality far surpassed anything I expected. Currently, a few of us are spear-heading an interdisciplinary, multi-school blog to use documents from the workshop as writing projects for our students. We hope to raise awareness of the different types of enslavement and freedom in the GA Low Country (specifically Sapelo and Ossabaw Islands) to engage in discussions of agency and subjugation, place and memory, preservation and historical imagination (amongst other themes). In my own classroom, I anticipate incorporating these themes as well – along with primary sources (especially from the Weeping Time, of which I understood very little prior to the workshop).
I walked away from this workshop feeling rejuvenated in my efforts as a scholar and as a teacher. The workshop crafted a clear but very multifaceted narrative about slavery in the Low Country, addressing both historiographic and public history concerns. I appreciate that the historical subject of the workshop was addressed both theoretically and practically. It raised big questions about memory, place, imagination, research, and the responsibility of the historian. But it also modeled usable application strategies that aid in the teaching of slavery in the classroom. Specifically, Alex Byrd provided a template from which to launch a narrative about slavery that was not always already defeated or disempowering (for black students).
The “African-American History and Culture in the Georgia Lowcountry” workshop was superb from start to finish: well-organized, well-executed. The books and articles evoked discussions that stimulated thought, imagination, reflection. The workshop has already had an immediate impact on my teaching, my research, and my writing. For example, I am facilitating three online history courses this summer (we have about a month left) and the students will investigate the supply side (re: cloth) of African slavery and its role in the global economy.
As part of my job, I’m always looking for sources that align with the standards and objectives that our students have to learn. I take what I know and share it with the teachers. This workshop has provided me with tons of materials for Social Studies that teachers can use in their class. The photo images, information on people, and the written documents would work well with our students. The little ones would like the photos.
Also, this workshop has provided me with the means to collaborate and co-teach with the teachers. When classes are studying the Georgia regions or Georgia persons, I can instruct students on where and how to search for primary sources to help them better understand what was going on in the past. I can also give the teachers a brief overview of primary sources benefits.
I can also use what I have learned in this workshop to add to my lessons about databases and how to research.
The information gleaned from this experience was well worth my time! The idea I have to share centers on the “Beyond the Bubble”. Due to the fact that I’m a collective teacher, the ability to present content in this format would definitely engage my students. It would definitely give me the “bird’s eye” view in determining where their strengths and weakness lie.
The workshop opened my eyes to the many options there are for more interactive lessons with the students. I look forward to using more first-hand accounts of historical events with images of the time period to engage the students. I plan on using many of the sites discussed today to help plan my units and lessons be more interactive and entertaining to the students.
Today in Georgia History Teacher Testimonials
I use the TIGH site daily as a warmup exercise for my 8th grade classes to promote discussion and whenever possible establish a connection to the lesson or unit we are working on. In addition I regularly use the archives to augment my lesson plans. I encourage my students to explore on their own during their online time at home and offer extra credit if they can tell the class the topic for TIGH prior to the class viewing. I also use the site to establish links to the New GA Encyclopedia to search for articles to use in our regular socratic seminars.
First, I have TIGH permanently linked on the first page of my website. Second, I run the program as a warm-up: if it’s something we’ve already learned, I ask students to give an additional fact about the subject; if we’ve not learned it yet, I ask students to pose a question (something they’d like to learn more about) for the subject.
The program is used to introduce new material (if shown while we are talking about the subject) or as a review if we have already covered the subject (I’ll say remember when we were studying….) after the students watch the show. I have found it to be extremely relevant to the required Georgia 8th grade history curriculum. Thank you for producing a useful program that holds the attention of my students. I understand why the show and host have won awards!
This is the 3rd school year I have used TIGH. I use TIGH as my bell ringer for my Georgia History classes. Rather than use it by the date, though, I have them arranged by time period. I then take three statements from each segment and turn them into fill in the blanks, so the students have to listen for the answer. By viewing them as we are studying a particular topic makes TIGH relevant and reinforces topics and vocabulary.
My students watch Today in Georgia History at the beginning of each class and write down the date and a brief summary in their binder. I often refer to the “Learn More and Image Credits,” as examples of primary source information. All my students complete a National History Day project and the “Learn More and Image Credits,” gives some of them a great set of sources with which to begin their research. At the end of each year, I ask my students to evaluate the class, and Today in Georgia History is something they really like.
It is a perfect intro to a lesson or summary of a lesson! Students that are out sick can get caught up quickly when they watch TIGH.
Generally, Today in Georgia History is our “warm-up” activity every morning (in two classes), particularly when the episode also fits a standard in our curriculum. We also use the broadcasts for review before the CRCT and other tests as well, especially if it is something students have had difficulty remembering. The episodes are extremely well-done and I’ve tried to get the other two Georgia history teachers in our building to use them, but they are from out-of-state (Tennessee!!!) and are slow to catch on (ha ha!) The students really like the variety of subjects and it lets them know regularly that Georgia is a great place. Some of them even tell me they watch them at home during school breaks, too.
I used it to help students with the CRCT. It was useful for introducing historical events and places to go along with their classroom studies. By introducing TIGH, students have been able to correlate the past to the present.