Chapter 5: Program Curriculum
Having laid the groundwork for the Living History Program in your school, it is time to begin. The students will first need to be briefed on what the program is designed to accomplish, what effort is required on each student’s part, what will happen in the program during the school year, and what the students can expect to gain from the experience. Because the program requires spending time outside and after school, you will find that you are addressing a wide variety of interests, from the enthusiastic to the completely uninterested. There will be students who should be in the program for its self-esteem building benefit who are completely turned off on the idea. There will be others who are so enthusiastic, that negative peer pressure will not dampen their interest or turn them off completely.
Before the students vote to participate in the program, you will need to prepare a short introduction which exhibits your enthusiasm to stimulate the students’ interest. Past experience has shown that if you introduce the program with enthusiasm, the students will vote overwhelmingly to participate.
Example: To introduce the Living History Program and generate interest, you distribute specifically designed literature to your potential student participants. Since the students’ parents have already been briefed on the program with literature specifically directed at them, the student literature must complement not replicate that sent to the parents. The literature style should be
“cool,” not pedantic.
Example: Since the program is to be integrated into the school’s curriculum, seek an appropriate time and place to introduce the program to the students. You introduce the program in conjunction with the tape Inside Your School or a film about the period, and on the day you make the presentation wear a period costume.
Example: You may know a neighbor, or a student’s parent, who is a “reenactor.” In attempting to generate student interest in the program, you could have the reenactor come to class and give a demonstration about his or her apparel and how he would have lived during your program’s period (after showing the tape or film).
Example: Gather a small group of students together, teach them basic drill movements and demonstrate the movements in front of interested potential participants. Conduct the drill in a location where the maximum amount of exposure is available. (See the INTRODUCTION for Mr. Ryan’s example.)
Example: You have introduced the program, but several students decide not to participate in the program. You interview each non-participant student to determine his/her reason for not participating. One student cannot even afford dues of twenty-five cents a week, so he or she is excused from paying but performs extra duties to compensate for inability to pay. One student’s parents are not willing to let him or her participate in a military oriented program as a soldier, so the student participates as a camp follower or in some civilian capacity. No student is forced to participate, but once the program is underway and an initial non-participant changes his or her mind, the student is integrated into the program. No student is penalized for not participating.
The students have voted to participate in the school’s Living History Program. The next step is to organize the opposing regiments according to the guidance in CHAPTER FOUR.
The first activity in the program is to conduct initial drills, where students in the role of raw recruits learn the rudimentary turning movements and how to stand in formation. (See ANNEX E for basic turning and marching movements.) The “acting” commanders learn basic commands and practice giving them. There will be a great deal of confusion at first, and some acting commanders may have to be replaced. Members of the Committee for Safety/War Department/King’s Council assist you in monitoring this activity.
Example: You are doing the Revolutionary War. Since the basic turning movements are the same for the Americans and British, both sides drill together until such time they are formally “enlisted” in their respective armies. You start the year with four drills, each on a Friday afternoon after school for a period of one hour.
Example: You are replicating the Civil War. Both the Union and Confederate forces use the same drill techniques. Until formally “enlisted” both sides drill together. The weather is inclement some days, so drills are held indoors in the school gymnasium or cafeteria either during a free period or in the afternoon after school on a Friday.
When the students have gained a basic knowledge of drill movements without carrying weapons, they are “enlisted” in their respective armies. You choose an historic site close to your school to muster the students. This is conducted as a student field trip, and the student participants may be accompanied by members of their families. (For a possible enlistment ceremony or muster format, see ANNEX F.)
Example: Your school is located near the Revolutionary War Saratoga battlefield. Since you are doing the American Revolutionary War, a field trip to the battlefield to enlist both regiments is appropriate. Enlistees sign an enlistment paper and receive a ranking sheet which tells them about the merit/demerit system and how they can advance in rank. They then swear allegiance to their country. The ceremony is ended with a march passing by the Committee for Safety/King’s Council. A distinguished visitor is part of the reviewing party.
Example: Your program deals with the Civil War period. Your school is located too far away to go to a Civil War battlefield for the enlistment ceremony. There is, however, a National Guard armory in your town which is an historic structure. You make a field trip to the armory where students enlist by signing an enlistment paper and receive a ranking sheet which tells about the merit/demerit system and how to gain rank. There is then a swearing in and a pass in review before members of the War Department and a distinguished guest in uniform.
As the fall progresses, drills are held less frequently, and other activities are held in their place leading up to a pre-Christmas holiday meal. At the drill after the enlistment ceremony, the students receive their uniforms. Following their issue, a fitting and repair drill is held, where uniforms needing to be altered are identified and appropriate work done on them. The uniforms are taken home where they are cared for. At the next drill, students receive equipment and replica weapons. (See ANNEX G for manual of arms. Illustrations of the conduct of the manual can be obtained from the LHEF.) Once the weapons have been issued, drill with them is begun and conducted for several periods. Interspersed with these events are trips to appropriate historical sites, where student participants are charged with writing essays about what it feels like to live in the period. (See ANNEX H for examples of such opportunities.) Students are encouraged to read works such as Johnny Tremain, April Morning, The Hessian, Seven Alone, Across Five Aprils, A Red Badge of Courage, and watch tapes and DVD’s with historic themes, such as Gettysburg and Glory.
The major event of the fall semester is the regimental dinner, which is a holiday feast. The students will experience the holiday spirit in an historic manner. The cafeteria is transformed into an eighteenth or nineteenth century banquet hall with appropriate table coverings and center pieces. Several turkeys, cooked by parents, and food are brought in by students. (See ANNEX I for organization of the regimental dinner.) The school superintendent, principal, assistant principal, secretaries, aides, teachers, custodians, and all support staff receive formal invitations from the regimental scribes. The massed fifes or bugles and drums of the two regiments together lead the uniformed soldiers into the hall and the feast begins.
The winter poses a special challenge as outside drilling is hampered by the weather. Nevertheless, at least one outside drill a month is conducted so that students learn what it was like to live in the winter in historic times.
Up to this time the student participants have been doing marching drills. During the winter is the time to start learning and practicing “battle” drill. (See ANNEX J.) This first involves lectures on period combat formations. They learn battlefield commands and the different orders, which are communicated by the regiment’s drums, bugles, and fifes. They learn how to march into battle, form up for combat, advance on their foe, send out scouts or light infantrymen, fire their weapons, execute a delaying action, and conduct an orderly retreat.
A marching drill competition between companies is also conducted. (See ANNEX K.) The winning company is awarded a streamer, made by members of the regiment, which is attached to the end of a musket barrel of a soldier of the winning company.
To encourage camaraderie within the regiment, different workshops or groups are formed from members of different companies to work on special tasks. (See ANNEX L.)
Example: You are doing the French and Indian War. The Colonials and British make accouterments for their uniforms and auxiliary pieces of equipment, such as canteens and haversacks. The French and Indians make tomahawks and scalping knives. Student participants from different companies work on each project. The King’s Councilor for Commercial Affairs provides both sides with advice and assistance.
Example: You are replicating the American Revolutionary War period. The Americans and British form working groups to learn about making cider or how to cook over an open hearth.
Other groups cast metal buttons and musket balls under the watchful eye of the American Committee of Safety Member for Industry/King’s Councilor for Commercial Affairs.
The spring brings the regiments outside again to march in parades, such as the local Saint
Patrick Day’s Parade. By this time both regiments will have become accomplished marching units and led by their musicians will be welcome in local commemorative events.
(See ANNEX M.)
It is also the time when the students practice pitching tents and learn how to establish a period encampment. This leads to the grand finale for the year, which is the weekend long encampment and battle at some historic site. The student participants in the program will now be able to put on a polished performance. (See ANNEX N.)
On the last day of school, the students of the Living History team gather to view slides and video tapes of their experiences throughout the year. Each student participant receives a certificate of discharge. A special pin or medal may be struck commemorating the student’s participation in the Living History Program and be presented with the certificate of discharge. (See ANNEX O.) Another possibility is to give each student participant a military miniature representing the historical period in which your program was involved. If your team produces a commemorative historical newspaper highlighting the year’s activities, this is a perfect time to distribute it.
Before the students vote to participate in the program, you will need to prepare a short introduction which exhibits your enthusiasm to stimulate the students’ interest. Past experience has shown that if you introduce the program with enthusiasm, the students will vote overwhelmingly to participate.
Example: To introduce the Living History Program and generate interest, you distribute specifically designed literature to your potential student participants. Since the students’ parents have already been briefed on the program with literature specifically directed at them, the student literature must complement not replicate that sent to the parents. The literature style should be
“cool,” not pedantic.
Example: Since the program is to be integrated into the school’s curriculum, seek an appropriate time and place to introduce the program to the students. You introduce the program in conjunction with the tape Inside Your School or a film about the period, and on the day you make the presentation wear a period costume.
Example: You may know a neighbor, or a student’s parent, who is a “reenactor.” In attempting to generate student interest in the program, you could have the reenactor come to class and give a demonstration about his or her apparel and how he would have lived during your program’s period (after showing the tape or film).
Example: Gather a small group of students together, teach them basic drill movements and demonstrate the movements in front of interested potential participants. Conduct the drill in a location where the maximum amount of exposure is available. (See the INTRODUCTION for Mr. Ryan’s example.)
Example: You have introduced the program, but several students decide not to participate in the program. You interview each non-participant student to determine his/her reason for not participating. One student cannot even afford dues of twenty-five cents a week, so he or she is excused from paying but performs extra duties to compensate for inability to pay. One student’s parents are not willing to let him or her participate in a military oriented program as a soldier, so the student participates as a camp follower or in some civilian capacity. No student is forced to participate, but once the program is underway and an initial non-participant changes his or her mind, the student is integrated into the program. No student is penalized for not participating.
The students have voted to participate in the school’s Living History Program. The next step is to organize the opposing regiments according to the guidance in CHAPTER FOUR.
The first activity in the program is to conduct initial drills, where students in the role of raw recruits learn the rudimentary turning movements and how to stand in formation. (See ANNEX E for basic turning and marching movements.) The “acting” commanders learn basic commands and practice giving them. There will be a great deal of confusion at first, and some acting commanders may have to be replaced. Members of the Committee for Safety/War Department/King’s Council assist you in monitoring this activity.
Example: You are doing the Revolutionary War. Since the basic turning movements are the same for the Americans and British, both sides drill together until such time they are formally “enlisted” in their respective armies. You start the year with four drills, each on a Friday afternoon after school for a period of one hour.
Example: You are replicating the Civil War. Both the Union and Confederate forces use the same drill techniques. Until formally “enlisted” both sides drill together. The weather is inclement some days, so drills are held indoors in the school gymnasium or cafeteria either during a free period or in the afternoon after school on a Friday.
When the students have gained a basic knowledge of drill movements without carrying weapons, they are “enlisted” in their respective armies. You choose an historic site close to your school to muster the students. This is conducted as a student field trip, and the student participants may be accompanied by members of their families. (For a possible enlistment ceremony or muster format, see ANNEX F.)
Example: Your school is located near the Revolutionary War Saratoga battlefield. Since you are doing the American Revolutionary War, a field trip to the battlefield to enlist both regiments is appropriate. Enlistees sign an enlistment paper and receive a ranking sheet which tells them about the merit/demerit system and how they can advance in rank. They then swear allegiance to their country. The ceremony is ended with a march passing by the Committee for Safety/King’s Council. A distinguished visitor is part of the reviewing party.
Example: Your program deals with the Civil War period. Your school is located too far away to go to a Civil War battlefield for the enlistment ceremony. There is, however, a National Guard armory in your town which is an historic structure. You make a field trip to the armory where students enlist by signing an enlistment paper and receive a ranking sheet which tells about the merit/demerit system and how to gain rank. There is then a swearing in and a pass in review before members of the War Department and a distinguished guest in uniform.
As the fall progresses, drills are held less frequently, and other activities are held in their place leading up to a pre-Christmas holiday meal. At the drill after the enlistment ceremony, the students receive their uniforms. Following their issue, a fitting and repair drill is held, where uniforms needing to be altered are identified and appropriate work done on them. The uniforms are taken home where they are cared for. At the next drill, students receive equipment and replica weapons. (See ANNEX G for manual of arms. Illustrations of the conduct of the manual can be obtained from the LHEF.) Once the weapons have been issued, drill with them is begun and conducted for several periods. Interspersed with these events are trips to appropriate historical sites, where student participants are charged with writing essays about what it feels like to live in the period. (See ANNEX H for examples of such opportunities.) Students are encouraged to read works such as Johnny Tremain, April Morning, The Hessian, Seven Alone, Across Five Aprils, A Red Badge of Courage, and watch tapes and DVD’s with historic themes, such as Gettysburg and Glory.
The major event of the fall semester is the regimental dinner, which is a holiday feast. The students will experience the holiday spirit in an historic manner. The cafeteria is transformed into an eighteenth or nineteenth century banquet hall with appropriate table coverings and center pieces. Several turkeys, cooked by parents, and food are brought in by students. (See ANNEX I for organization of the regimental dinner.) The school superintendent, principal, assistant principal, secretaries, aides, teachers, custodians, and all support staff receive formal invitations from the regimental scribes. The massed fifes or bugles and drums of the two regiments together lead the uniformed soldiers into the hall and the feast begins.
The winter poses a special challenge as outside drilling is hampered by the weather. Nevertheless, at least one outside drill a month is conducted so that students learn what it was like to live in the winter in historic times.
Up to this time the student participants have been doing marching drills. During the winter is the time to start learning and practicing “battle” drill. (See ANNEX J.) This first involves lectures on period combat formations. They learn battlefield commands and the different orders, which are communicated by the regiment’s drums, bugles, and fifes. They learn how to march into battle, form up for combat, advance on their foe, send out scouts or light infantrymen, fire their weapons, execute a delaying action, and conduct an orderly retreat.
A marching drill competition between companies is also conducted. (See ANNEX K.) The winning company is awarded a streamer, made by members of the regiment, which is attached to the end of a musket barrel of a soldier of the winning company.
To encourage camaraderie within the regiment, different workshops or groups are formed from members of different companies to work on special tasks. (See ANNEX L.)
Example: You are doing the French and Indian War. The Colonials and British make accouterments for their uniforms and auxiliary pieces of equipment, such as canteens and haversacks. The French and Indians make tomahawks and scalping knives. Student participants from different companies work on each project. The King’s Councilor for Commercial Affairs provides both sides with advice and assistance.
Example: You are replicating the American Revolutionary War period. The Americans and British form working groups to learn about making cider or how to cook over an open hearth.
Other groups cast metal buttons and musket balls under the watchful eye of the American Committee of Safety Member for Industry/King’s Councilor for Commercial Affairs.
The spring brings the regiments outside again to march in parades, such as the local Saint
Patrick Day’s Parade. By this time both regiments will have become accomplished marching units and led by their musicians will be welcome in local commemorative events.
(See ANNEX M.)
It is also the time when the students practice pitching tents and learn how to establish a period encampment. This leads to the grand finale for the year, which is the weekend long encampment and battle at some historic site. The student participants in the program will now be able to put on a polished performance. (See ANNEX N.)
On the last day of school, the students of the Living History team gather to view slides and video tapes of their experiences throughout the year. Each student participant receives a certificate of discharge. A special pin or medal may be struck commemorating the student’s participation in the Living History Program and be presented with the certificate of discharge. (See ANNEX O.) Another possibility is to give each student participant a military miniature representing the historical period in which your program was involved. If your team produces a commemorative historical newspaper highlighting the year’s activities, this is a perfect time to distribute it.