Draft Outline of: Voices from the Freedmen's Schools Exhibit
1. Opening Page: Front page with title, pic, and short (clear/friendly) abstract
2. Overview: Narrative/analytical essay no more than a page or two in length with appropriate links to letters, etc. Base this on Essays in Kitty Sklar’s Women and Social Reform Movements, for example: How Did White Women Aid Former Slaves during and after the Civil War and What Obstacles Did They Face? :
Question: give number to each letter or object as Sklar does?
3. Exhibition “Cases” (LC uses this term): Exhibition should be broken up into several “cases”—probably at least three. Each “case” should include a brief introductory commentary and a short vertical table with images on one side and notes and identification info on other. Should limit to one image per general topic in cases in which the only image is a standard letter. Need to find interesting images. Sometimes the image should not be of the letter, but of a paragraph or single line., (as in a closeup of "all men are created equal"). A tentative list of possible cases follows.
Case 1. “Contrabands,” “Freedmen’s Schools,” and the “Freedmen’s Bureau”;
Case 2. Lucy and Sarah Chase: Northerners go South: Life before Freedmen’s Schools (including letter announcing decision to go); Early conditions and reactions to southern experience; commentaries on organizing to meet needs, dealing with army, reactions of southerners.
Case 3. Teachers and Students of the Freedmen's Schools: Setting up schools, teaching methods; commentaries on responsiveness of students. Be sure to include self-enterprise philosophy
Case 4: The Freedmen's Schools and the Response to Racial Stereotypes : Letter about best use of Chases; Pleas for Support; responses to claims against negroes (educability already done above, domesticity/morality: family ties/marital ties, enterprise.)
Case 5: Letters from Students and Parents (reinforcing all the claims above).
4. Primary Resources, “Object Checklist” (LC), Document List (Sklar): (Numbered?) list of primary documents, each with scan and transcription.
5. Links and Bibliography: Could put together on one page. But probably not with “object checklist.” Include links to or comments on related resources at AAS perhaps as special part of biblio. Probably a links section, a bibliogrphy of printed sources, and a list of related resources at the AAS.
6. Closing: Commentary? Credits? Other issues?
Issues to consider: How to title/frame exhibit so it doesn't seem to privilege (or neglect) the voice of Lucy Chase; finding good images; choice of letters; nav bars (should probably include both an index and a forward/up/back as in case of LC); what related documents do we need to hunt out?
2. Overview: Narrative/analytical essay no more than a page or two in length with appropriate links to letters, etc. Base this on Essays in Kitty Sklar’s Women and Social Reform Movements, for example: How Did White Women Aid Former Slaves during and after the Civil War and What Obstacles Did They Face? :
Question: give number to each letter or object as Sklar does?
3. Exhibition “Cases” (LC uses this term): Exhibition should be broken up into several “cases”—probably at least three. Each “case” should include a brief introductory commentary and a short vertical table with images on one side and notes and identification info on other. Should limit to one image per general topic in cases in which the only image is a standard letter. Need to find interesting images. Sometimes the image should not be of the letter, but of a paragraph or single line., (as in a closeup of "all men are created equal"). A tentative list of possible cases follows.
Case 1. “Contrabands,” “Freedmen’s Schools,” and the “Freedmen’s Bureau”;
Case 2. Lucy and Sarah Chase: Northerners go South: Life before Freedmen’s Schools (including letter announcing decision to go); Early conditions and reactions to southern experience; commentaries on organizing to meet needs, dealing with army, reactions of southerners.
Case 3. Teachers and Students of the Freedmen's Schools: Setting up schools, teaching methods; commentaries on responsiveness of students. Be sure to include self-enterprise philosophy
Case 4: The Freedmen's Schools and the Response to Racial Stereotypes : Letter about best use of Chases; Pleas for Support; responses to claims against negroes (educability already done above, domesticity/morality: family ties/marital ties, enterprise.)
Case 5: Letters from Students and Parents (reinforcing all the claims above).
4. Primary Resources, “Object Checklist” (LC), Document List (Sklar): (Numbered?) list of primary documents, each with scan and transcription.
5. Links and Bibliography: Could put together on one page. But probably not with “object checklist.” Include links to or comments on related resources at AAS perhaps as special part of biblio. Probably a links section, a bibliogrphy of printed sources, and a list of related resources at the AAS.
6. Closing: Commentary? Credits? Other issues?
Issues to consider: How to title/frame exhibit so it doesn't seem to privilege (or neglect) the voice of Lucy Chase; finding good images; choice of letters; nav bars (should probably include both an index and a forward/up/back as in case of LC); what related documents do we need to hunt out?
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