Cruise & Random History Facts

As 2021 closes (with positives and negatives), I look forward to 2022! I intend to start the new year as a more knowledgable, generous, and helpful teacher at Coppell High School, as well as expand my already-wide networking circle of scholars and academic supporters. I plan to draft many more engaging, student-driven lesson plans for my AP US history classes, in addition to traveling the state, either visiting archives or presenting my research to community groups. I am currently contemplating the subject my next book (either about the Titanic or a president). I am excited to see what the future has in store for me!

My wife and I recently disembarked from a Royal Caribbean cruise ship. This was our first cruise and we both thoroughly enjoyed the brilliant experience. The ship's staff was very courteous and kind, the dining room food was fantastic (top-nosh food - small portions yet rich, delicious bites), and the entertainment was amazing (which included dance-parties, Bingo, trivia, and late-night music shows). Our ship docked at Cozumel, Mexico for several hours, and we were able to walk around and immerse ourselves in another vibrant culture. The weather on the cruise was gorgeous, sunny with a little breeze (yet I did not get a tan). Photographs from this terrific voyage are below. I have also put some random history facts (since we all occasionally enjoy learning about our nation's story). Bye-Bye 2021, and Hello 2022!

* Registered letters were first accepted by the US Post Office in 1855

* Colored motion pictures were shown for the first time in 1922 (the first full-length animated movie was Walt Disney's Snow White and the Seven Dwarfs, which was released in 1937)

* The nation's first "drive-in" gasoline filling station opened in St. Louis, MO, in 1905

* Meat was shipped in a refrigerated car for the first time in 1862 (during the Civil War)

* The first traffic light in New York City was installed in 1920 at 42nd Street and Fifth Avenue

* The first Doctor of Philosophy degree (PhD) was awarded by Yale University in 1861. Yale permitted women to enroll in their PhD program starting in 1892

* The United States' first population census was taken in 1790 (shortly after Washington became president) - the nation's population at that time was 3,929,214

* The first non-stop flight from New York to San Francisco was in 1923 by a single-engine plane. The time of this flight: 26 hours and 50 minutes...

* Andrew Jackson was the first president to travel by railway (he was known as the "people's president")

* The first execution in an electric chair occurred in New York in 1890 (its use has recently declined)

* The first bricks made in the US were created in Baltimore in 1827. Prior to this date, bricks for construction of furnaces and houses had to be imported, mostly from England

* The nation's first transcontinental telephone was installed in 1915 (the Pony Express and later telegraph would be the principle means of rapid communication before this invention)

* The subway in New York City was constructed in the early 1860s (at the outbreak of the Civil War) and ran about one city block. The fare was only 25 cents!!

* The first presidential inauguration to be broadcasted on the radio was Calvin Coolidge's in 1924. There was a network of 24 radio stations back then

* Connecticut claims to be the first state to issue drivers automobile licenses, beginning in 1907

* Herbert Hoover, the unfortunate man who occupied the Oval Office at the start of the Great Depression, was the first engineer and Quaker to be elected president (also, Woodrow Wilson has been our only president who received a doctorate)

My wife and I wish you a very Happy New Year! Welcome, 2022!!

The cruise ship was beautiful, especially at night. It was a wonderful experience looking over the main swimming pools under the dark sky when everyone was in bed - peace and quiet!

The cruise food (breakfast, lunch, dinner) was fantastic! I ordered Eggs Benedict for every breakfast.

There were a group of specialty restaurants on the cruise ship, including Johnny Rockets (a diner where you can enjoy an 'ole-fashioned American cheeseburger and milkshake).

Our Royal Caribbean cruise ship was the Adventure of the Seas - it was a marvelous ship!

Disneyland's Proposed Liberty Street

Prior to the end of the fall semester, I discussed the dismal, rather-ineffective presidencies of Andrew Johnson and Ulysses S. Grant during the Reconstruction Era in my APUSH classes (the presidency fell into a lackluster state following Abe Lincoln's assassination in April 1865). I persuade my students to learn about the characters that once held the highest office in the land so that they will have a clearer visual timeline on American history (this categorization will assist them- and hopefully eliminate tricky chronological issues- during the AP exam). Also, since the presidents represented the attitudes and personalities of a majority of Americans during their time in office, it is easier to analyze the identities of the nation. To boot, learning about the presidents is fun and rather amusing (did you know that Andrew Jackson received a 1,200 lb lump of cheese from a New England diary farmer as an inauguration gift in 1828?). At the start of the Reconstruction lesson, I talked about one of my favorite attractions at Walt Disney World, the Hall of Presidents (a cheery subject to examine before teaching the depressing events of the post-Civil War period, including A. Johnson's impeachment and the numerous scandals in U.S. Grant's administration).

The 1956 proposal for Liberty Street at Disneyland, CA, included thirteen buildings (taverns, print shop, blacksmith, show-buildings, and a harbor with a large boat). Concept art on Disney Blog.

I thoroughly enjoy the Hall of Presidents every time I visit Walt Disney World. Not only is it an attraction on a staple in American history and government - two academic passions of mine- the ride provides its audience a refreshing, air-conditioned break from Florida's yucky humidity. An original Walt Disney idea, the Hall of Presidents opened on October 1, 1971, along with the rest of Disney's Magic Kingdom on Lake Buena Vista in Orlando. The ride is housed in a building resembling Philadelphia's Independence Hall (where the first and second Congress met to sign the Declaration of Independence and the Constitution), and suitably located in Liberty Square, a Colonial America themed-land (which includes a few replicas of the Liberty Bell and Tree). The audience is treated to a 25-minute movie on the history of the United States, which includes brief examinations on some of our greatest leaders, before introducing Disney's robotic collection of the presidents (there are 45 animatronics, depicting the men who have ascended to the Oval Office- Disney definitely did their research since some of the presidents' likeness are on point!). While each president moves their head, blinks their eyes, and makes slight hand gestures, only 3 get an opportunity to speak. Abraham Lincoln delivers his famous 1863 Gettysburg Address; the inaugural oath-taker, George Washington, repeats the 1789 oath of office; and the current president (in this 2021 case, Joe Biden) speaks on America's bright future and economic promise. In my class, I showed my students a few photographs of Disney's presidential animatronics, and we compared them with photographs of the actual presidents (some were eerily similar).

A replica of Independence Hall would be located at the end of Liberty Street and house the themed-land's main attraction (a ride similar to the current Hall of Presidents in Walt Disney World). Concept art on Disney Blog.

The Hall of Presidents is a fantastic experience, and I wish we had more of this attraction. Although I can only dream of this, it is worth noting that Disneyland in Anaheim, CA, was going to have its own version of Liberty Square. Walt Disney had always been interested in history (Main Street USA was based on historical relics from his hometown while the American frontier provided the inspiration for Frontierland). The animator-turned theme park developer created a plan to include a colonial-inspired street next to Main Street USA called Liberty Street. When this was announced in 1956, one year after the Disneyland park opened, the expansion seemed like a perfect tribute to our nation's beginnings. The concept art showcased thirteen colonial-style buildings, paying tribute to the original 13 colonies- merchants and traders in costume would loudly greet guests to another world. Guests would also have an opportunity to practice colonial crafts (such as weapon-molding and newspaper printing) before purchasing their creations from the blacksmith and print shop. At the end of the cul-de-sac, guests would enter Independence Hall and be treated to a movie presentation titled The Hall of Presidents (similar to the current attraction at Walt Disney World). Since the animatronic technology was not yet invented, the presidents were planned to be non-moving wax figures. There was also another proposed attraction- The Hall of Declaration of Independence- which told the dramatic story of the birth of the United States through 3 famous paintings.

Liberty Street was going to be placed next to Main Street USA (today, this is an area used by crew members). Notice another planned land called Edison Square was going to be located next to Tomorrow Land, but that proposal was also shelved (Edison Square was going to highlight America's top inventors). Concept art on Disney Blog.

The colonial street idea was amazing, and gathered much attention among the Disneyland Park stakeholders, however, plans went astray when other attraction projects took the spotlight. Walt Disney helped create and publicize several new attractions at the California theme park in the late 1950s, including the "highway in the sky" Monorail System, bumpy Matterhorn Bobsleds, and innovative yet costly Submarine Voyage (these were the first E-ticket rides at the original Disney park). When Walt Disney's Liberty Square opened in Florida, the plans for a Liberty Street in California were shelved (although the original park has a movie-animatronic attraction today featuring our 16th president titled Great Moments with Mr. Lincoln, which I too thoroughly enjoy). Despite the Liberty Street plans never coming into fruition, I am glad that thousands of guests are able to learn, enjoy, and celebrate the lives of our nation's formidable leaders at Walt Disney World today. God bless America!

Despite the Liberty Street plans being scrapped at the start of the 1970s, Disneyland currently has a Main Street USA attraction featuring a lifelike robot of our 16th president titled Great Moments with Mr. Lincoln. This is one of my favorite attractions at Walt's original theme park (it was a successful part of the 1964 World's Fair). Photograph from MickeyBlog.com.

*If you are interested in learning more about the history of Walt Disney's theme parks, I would recommend checking out the DisneyParks Blog: 

https://disneyparks.disney.go.com/blog/ 

Our first president, George Washington, stands tall and speaks in a dignified manner during the Hall of Presidents attraction (I wonder if this robot Washington has wooden teeth?!). Presidents James Monroe and Barack Obama are in the background. Photograph by Touring Plans.

An animatronic of Donald Trump, our 45th president, looks on as his successor, Joe Biden, talks during the Hall of Presidents show at Walt Disney World. Trump made a speech during his time in office, 2017-2021. Photograph from MickeyBlog.com. 

Joe Biden joins the 44 other 'robot' presidents at Walt Disney World's Hall of Presidents attraction. Biden makes a speech during the show. Note that the incumbent is surrounded by some of his predecessors, including Ulysses S. Grant, James Buchanan, Franklin Pierce, and Andrew Johnson. Photograph from USA Today.

1st HS Semester Reflection

My first semester as a high school teacher has been fantastic!! I have thoroughly enjoyed discussing America’s history with inquisitive learners, collaborating with like-minded educators who also want to challenge their students, as well as constructing strong relationships with my talented mentees that will last a lifetime. I have also appreciated the support and constructive feedback I have received from my iTeach mentor, Roy Culberson, who has shown me how to further continue engaging students in active learning activities, in addition to pursuing new uses of instructional technology to enhance students’ experiences in my classroom. After a moment of reflection, I intend to continue to create real-world, engaging lessons in the future. 

My 2nd Period on the last day of the fall semester. My APUSH students are always happy and eager to learn about new characters and events in American history! Photograph by author.

Content Knowledge

Learning content is paramount in an Advanced Placement United States history class. Since my students are preparing to take the AP exam at the end of the academic year, it is essential that I incorporate testing strategies as well as content in my lessons. On observation day, my class and I reviewed the key concepts from the previous class (a check for understanding) prior to discussing the content of that day. During the brief lecture with a PowerPoint presentation, students were tasked to identify key themes and concepts and put those in their own words on paper. Instructional strategies used during this part of the lesson involved direct instruction and note-taking (the latter being a crucial skill to master in a college-level class). One of my learning objectives for the students was for them to acquire a preliminary knowledge of the infamous abolitionist John Brown and a failed raid on Harper’s Ferry in 1859, the election of Abe Lincoln in 1860, and the subsequent succession of Southern states in 1861 (prior to the first battles of the Civil War). I take pride painstakingly preparing for each lesson by reading scholarly books and journal articles about the concept; in doing so, I become very comfortable and confident in answering my students’ follow-up questions after the lecture so that they become more familiar on the topic (which may incite independent research afterwards). 

Most of the second-half of the observation class consisted of an activity that allowed students to further practice a skill they will need to grasp for the AP exam. Students were tasked to read and analyze a variety of primary documents (including speeches and political documents from the 1850s) using the AP ‘HAPPY’ analysis: Historical context, audience, purpose, point of view, and why is the document relevant and important to study. Students were able to easily access the documents via Schoology, the school’s data platform, and work in groups to complete this assignment, giving them the opportunity to gather feedback and other points of view from their peers. The activity focused heavily on independent learning (reading) as well as collaboration. Ultimately, the students partook in a meaningful learning experience, further developing their comprehension and investigation abilities, which they will use for a lifetime.

I was humbled to be recognized as the Social Studies Department Teacher Spotlight for the month of December. I intend to continue playing an integral role in my department's leadership team and on various committees. Photograph by author.

Communication

Effective communication plays a key role in my classroom. It is my objective that every student naturally gets excited to enter my classroom and travel back in time to eagerly learn history. To address this exhilaration, I greet each student with a bright smile and a friendly, overly-elated character. On the day of the observation, after I welcomed my field supervisor into the room, I strolled around the class, laughing and chatting with students — since the start of the year, I continue to enjoy listening to their outside-the-classroom life stories, which include discussions on evening band practices, athletic games, and the most recently-released movies on Disney+ or Netflix. These informal conversations not only give me a fantastic opportunity as a teacher to further educate myself on the hectic yet rewarding lives my students follow, but also allow the students to relax and take a deep breath before the bell rings, signaling the start of class. Since I foster a civil “thinking tank” in class, I strongly encourage my students to share their familiar knowledge, and politely criticize the opposing idea while not pointing fingers at a person. On observation day, I led a small “popcorn” discussion prior to the lecture, persuading students to look over their notes from the previous class, answer review questions, in addition to assisting others who appeared to struggle at mastering the content. 

My positivity and collaborative, welcoming classroom environment permitted quieter students to feel at ease answering the questions (at times, with assistance from peers). Also, if a student gave an incorrect answer, I praised the part of their response that was right (mentioning that their reply was “on the right path, yet not quite…”) before I offered the question again to the same student or another student who was willing to provide an answer. If the class appeared to be befuddled at the content or confused by the question’s wording, I dissected the question into smaller parts, personally navigating my students to an area where the correct answer was attainable. For example, I offered one of my students a chance to answer a question on the Compromise of 1850; the student was able to recall Henry Clay, the author of this proposal, but gave me information on the 1820 Missouri Compromise. I awarded positive feedback for the “Henry Clay” response, briefly mentioned the events of the era that influenced the law (i.e. California applying for statehood), and encouraged the student to carefully re-think the answer using the clues I had given them. Aside from the discussion, I practiced clear, precise language as well as appropriate vocabulary during the lecture. Direct instruction was also accompanied by hand gestures and a PowerPoint presentation, suitable for my visual learners. Since I taught college-level history prior to this academic year, I have had to adjust my instructional approach. To accommodate high school learning styles, I begin my lessons discussing the bigger themes prior to chunking those large ideas into smaller, detailed parts.   

I love talking about the subject I am passionate about! Photograph by author.

Professional Dispositions

My sincere enthusiasm for teaching and keen interest in American history shows students my devotion to the class (and my willingness to help them succeed). Since I am jubilant and happy at the start of class, my students’ attitudes towards school and history positively change when they walk through the door; every day, my students have appeared to own productive identities by opening their spiral notebooks without question, and excited to take notes and learn about a new era in American history. Like every other evening before the next day’s lesson, I planned an informative, interactive, and student-driven lesson outline for the observation—the lesson plan, which I talked about at the start of my observation class, consistently keeps the class on track (since the AP curriculum covers a lot of content in a short timeframe, this schedule is very important!). On top of stressing organization in class and via my daily routine, I always dress in a suit and tie and am properly groomed. Teachers and administrators are role models for their students, and should exhibit a professional appearance in the classroom (this gives me many opportunities to highlight the type of professional attire many of my students will wear when they obtain interviews and jobs). On the day of the observation, I confidently wore my suit and was punctual in meeting and exchanging pleasantries with my iTeach observer at the office.

During discussions, I stress to my students that they should listen to every viewpoint before making a comment. They should criticize the idea if they are opposed to it, and not the person making the comment. This comfortable, inviting classroom atmosphere provokes the quiet students in class to speak and share their views (without the fear of being publicly ridiculed). On observation day, I discussed the importance of Cowboy GRIT with my students; “Gratitude, Respect, Integrity, Trust” —these are the principles every student and teacher at Coppell High School follow. I emphasized the fact that honesty and valuing diversity in the world goes a long way and this ethical behavior is the civil conduct we should demonstrate every day. Since my students are heavily involved in extra-curricular activities and club projects outside of the class,  my homework schedule offers flexibility (as I was an athlete in high school, I comprehend how relieved a student becomes when their teacher extends a pressing deadline). On observation day, one of my students approached me to request an extension for the sourcing assignment on the grounds that she would have to miss the class it is due in because of her off-campus volleyball tournament. I thanked the student for telling me and approved her request. Since the observation, that student helped the volleyball team win the tournament and submitted a first-rate assignment with barely any flaws or misdirection. In a nutshell, I consistently exemplify professionalism, flexibility, and respect for others, with the intent of providing guidance and support to all my students.

In this teaching position, I have bumped into many old friends and colleagues. At a recent Coppell High School swim meet, I reconnected with one of my old swim club teammates, Trevor Doyle. Trevor teaches chemistry and is currently the head swim coach at Denton Guyer High School. Photograph by author.

Technology

I consistently utilize PowerPoint presentations with graphics during my lectures, offering my students many visuals to look at during the lectures. I believe black-and-white photographs, charts on military and political statistics, and maps of the United States assist my students in comprehending the gravity and geographic landscape of a historical situation. For example, as I discussed the presidential election campaign of 1860 in this lesson, I showed my students various political cartoons from magazines of the era, which chastised Abraham Lincoln’s anti-slavery platform, in addition to ridiculing the Republican candidate’s “ape-like” persona and Mary Todd Lincoln’s “chubby” figure. The visuals revealed the campaign to be a cut-throat and bitter crusade for the Lincoln’s, often getting horrifyingly personal. In an effort to connect this campaign with the election results, I showcased a large map on the projector, highlighting the electoral votes for each candidate and Lincoln’s failure to win a single vote in the pro-slavery Southern states. My students’ understanding of Lincoln’s struggle to political power as well as the staunch Southern opposition towards the platform of the Republican Party was enhanced by the illustrations, evidenced by the lively student-led discussions that happened later.

Towards the end of the lesson, I tasked my students to access an online collection of primary sources from the 1850s—the documents included political speeches and records that had a significant impact on the events leading to the Civil War. Students analyzed the dense rhetoric and authors’ messages of each document (using an Advanced Placement skill, ‘HAPPY’), and with their iPad Apple pencils, completed a chart that they are later going to utilize in a Socratic seminar. Also, students were able to find another digital primary source of their choice (from the decade prior to the war) and evaluate the importance of it, creating a personalized episode for my learners. The sourcing activity involved students further developing scrutinizing skills, which they will need to master for the Advanced Placement exam at the end of this academic year. Moreover, I placed emphasis on the importance of using technology effectively, indicating to students in my class which websites should be used for scholarly purposes (which does not include Wikipedia). Since citations are notably required for college-level history essays, I also showed my students the importance of quoting and recognizing their sources. Fortunately, my students were all present in class on the day of the observation, eliminating Covid-challenges, including technology issues on Zoom or Teams. Moreover, students were able to collaborate with one another, face-to-face, with or without technological devices. In sum, technology played an instrumental role in enabling my students to visualize origins and consequences in history, and further mature as digitally-competent Advanced Placement scholars.

                  ***

A Brief History of Captain LeTellier's School

I have studied and written about a number of higher education institutions in Texas during the Gilded and Progressive Eras, including Austin College (Sherman), Wesley and Burleson Colleges (both Greenville), and the College of Industrial Arts (Denton). Furthermore, I have extensively researched the history of the now-defunct North Texas Female College in Sherman (later renamed to Kidd-Key College). This school served as the stomping grounds for Sallie Brooke Capps - the subject of my recent book - who learned to appreciate music, languages, and the fine arts. Since the North Texas Female College was an academy for young girls, male students were treated to a quality education at an institution on the outskirts of Sherman that was managed by Captain John Henry LeTellier. Today, I will write a history on LeTellier's school.

Sherman was a popular place for traders to sell their products (traders traveled as far as Missouri). This 1877 photograph illustrates the beehive of activity in Sherman's town square following Reconstruction. Sherman was nicknamed the "Athens of Texas" since the quaint, rural town was home to some of the best schools in the state (including Austin College, Kidd-Key College, and Captain LeTellier's School). Photograph from Author's Collections.

Sherman's first public school for young boys and girls between the ages of 5 and 18 opened after the Civil War in the late 1860s. The Sherman Male and Female School was housed in the town's Odd Fellow's Hall and followed a rigid curriculum in writing, English grammar and composition, history, geography, science, philosophy, Latin, Greek, book-keeping, algebra, and geometry. William Pitt Petty, minister of Sherman's Methodist Church, was the school's principal. Hired teachers included J.E. Wharton, Miss Vida Younger, Bob Shannon, Miss Mollie Owen, and Capt. John H. LeTellier, a former Confederate soldier. Older high-school-aged students were taught in classrooms on the first floor of the old building, while younger pupils (including Sallie Brooke) studied on the second floor. Once the school had been established, leadership reins were turned over to J.C. Parks, a distinguished educator and textbook author from St. Louis, MO. In 1871, the academy became a school exclusively for female students. This meant there was need for a male school in Grayson County (since Austin College did not move to Sherman until 1876 - yellow fever in its old Huntsville location persuaded the Austin College Board of Trustees to move their private academy to the cooler North Texas region, and I am glad it did!). Capt. LeTellier took matters in his own hands.

John Henry LeTellier (b. January 28, 1842) was a graduate of Albernale Military College and Bethany College (both in Virginia) and enjoyed a teaching career in the Commonwealth before enlisting in the Confederate Army in 1861. He diligently served in the 24th Virginia Infantry, Company K. LeTellier took part in the battles of Manassas, Williamsburg, and Seven Pines under the command of General George Pickett prior to getting wounded in North Carolina skirmish in 1864. After the Civil War, LeTellier resumed his teaching duties and moved to Texas in February 1861. Photograph from Author's Collections.

The Confederate veteran, whose smile and calm demeanor was a favorite among students, established his school for young boys in the fall of 1871. A large frame building on South Travis Street was outfitted with classrooms and an auditorium (which Austin College and Kidd-Key College would use frequently). Since the captain was an esteemed educator and known by many, the student population swelled. Students from out of town, eager to acquire a high-caliber education, roomed with Sherman civilians. At first, tuition was only $3,000 per month (which included textbooks), but that sticker price would steadily increase as more students filtered through the doors. LeTellier enjoyed mentoring his students outside of the classroom, and was often found playing soccer and board games with the boys during the two 15-minute recess slots each day. After school, students who lingered on campus a little longer were frequently treated to a guitar and singing performance by the captain. Some recollect that his soothing voice "whistled" in the wind. The challenging curriculum included subjects taught at the female academy, in addition to military sciences and strategies (the captain intended to drill the importance of leadership in every lesson). Traditions held at the academy included a hotly-contested pecan hunt in the fall and a grand April Fool's Day trick every spring. Despite his strict Christian character, LeTellier permitted male students to congregate and dance with females from Sherman's other academies. The captain's school played host to several large dances (Austin College and Kidd-Key students enjoyed these festivities!), where a colored musician named "old Jim" beautifully played the fiddle.

A photograph of Captain LeTellier's boys, c. 1875. The captain, with his long, white beard, is on the far left. Photograph from the Ivert Mayhugh museum collection.

A popular subject among the students was mathematics since, according to alumnus J.N. Dickson, Captain LeTellier's "reputation was built on teaching business math because it was most vital in those days to be proficient in that subject." The captain's daughter, Miss Clifford LeTellier, also taught at the school (and later at Baylor University in Waco). The academy with its robust academic standards, remained popular until the death of the captain on July 18, 1913. After LeTellier's burial, the campus was razed and the old property was purchased by Levis Hall Sr. (one of the captain's former students), who built his home there. There was a class reunion on June 21, 1969 in Sherman, where a group of ex-students gathered and took a fond trip down memory lane, recollecting cheery stories of their times with Captain LeTellier. Although the captain's private academy is now a footnote in the history books (and faded from public memory since the alumni have passed on), its impact on Sherman's education was significant and should be noted so.

Captain LeTellier's ex-students reunited at Sherman's Ramada Inn in 1969. They swapped fond stories of their former principal. Photograph from Author's Collections.

*More information on the captain's school can be found in "An Illustrated History of Texas" by Graham Landrum and Allan Smith (pp. 99-100) as well as various newspaper clippings in Sherman newspapers.

While wandering around the Touch of Class Antique Mall in Sherman, I found several Austin College yearbooks. This is a page from the 1977 yearbook, depicting the college's distinguished history department. Dr. Edward H. Phillips was the dept. chair at that time. Two of my former professors and close friends, Drs. Light T. and Vicki Cummins are pictured. I love looking at these relics of the past! Photograph from 1977 Austin College Yearbook, Touch of Class Antique Mall.

CHS Sidekick Teacher of the Week

I was recently bestowed the honor of 'Teacher of the Week' by the student newspaper at Coppell High School, The Sidekick. The article is found below. I am blessed to have a fantastic job at one of the top-rated high schools in the state; my students are amazing, talented and eager to learn all areas of American history. Moreover, I have a supportive administration and APUSH team that always push me to do my best every day. I enjoy discussing my passion (history stories - including those not mentioned in the textbook: did you know that Andrew Jackson had a 'cheese-themed' party on the night of his 1828 inauguration?!) and giving students the unique opportunities to grow academically, socially, and professionally. I humbly accepted the honor with a bright smile and a tear (knowing that I am changing their lives one day at a time), and will continue to challenge and nurture the students in my classroom. As the first-half of the academic year winds down (winter break is in two weeks), I will reflect upon my classroom performance thus far over the vacation and recharge my batteries before the New Year. I am excited to see what 2022 has in store for my students and I!

Sidekick article (written by Yaamini Jois, who did an excellent job!): 

https://coppellstudentmedia.com/108823/uncategorized/teacher-of-the-week-chanin-teaching-at-chs-after-graduation-from-new-tech/ 

I feel at home in my classroom (my living-history time machine). I will continue to challenge and support my students in their academic and extra-curricular endeavors. Nandini, one of my APUSH students, took the photographs of my lecture - she is a wonderful photographer!

A flattering pose of me discussing the consequences of the Mexican-American War (1846-1848). I strive to bring cheeriness and energy to my lectures and lessons, which initiates students' excitement for learning and discovering new segments in American history.

I often flap my arms and move around the classroom when I teach so the lecture feels more fluid (and not stagnant/boring). 

I love watching my student-athletes compete on the field or in the swimming pool (these competitions remind me of my good 'ole swimming days at Coppell High). I recently watched the TISCA swim meet prior to Thanksgiving (some of the state's fastest swimmers compete at this level). One of my APUSH students, Nathan, clipped the school's 100 fly record in 51 seconds - very fast! I was there, cheering him on and nearly losing my voice in the process! I would later tell him that my brother once held that record... how time change... I am very proud of him, and intend to support my swimmers at Districts in January.

I thoroughly enjoyed watching the Coppell High choir's winter concert. My voice students are soaked in talent; the singing was phenomenal (I especially loved the 'Carol of the Bells' performance!). 

On a chilly night at the end of October, my wife and I watched the Coppell High band's final performance of 'Carousel' before the group headed to state. The band would place 5th in the competition. I am still incredibly proud of my band students - they practice very hard and have bright futures ahead of them!

The National Museum of Funeral History, Houston

Several weeks ago I visited one of the hidden gems in Houston: the National Museum of Funeral History. Despite its gloomy subject matter, the museum had some of the best exhibits I have ever seen. During the visit, I had the unique opportunity to learn the traditional burial rituals of the United States presidents and Catholic popes, discover the secrets of mummification and cremation, view a variety of animal caskets and hearses from around the world, and reflect upon the life and times of celebrities, heroes, and dutiful public servants. According to an information brochure, the museum has 30,500 square feet of exhibit space (the largest collection of authentic historical funeral service items in the United States), and I am very glad to have spent more than two hours in there, observing all the artifacts they had. The museum staff displayed fantastic customer service, and I felt welcomed from the beginning. In sum, the National Museum of Funeral History is an excellent treasure trove of culture, afterlife antiques, and the undiscussed history of the funeral service industry. I took many photographs of the exhibits; I have put some below w/ captions.

The museum had an exhibit on actors and actresses who had a tremendous impact on Hollywood and USA culture. Robin Williams (and the shoes he wore from the movie RV) were featured as well as Meinhardt Frank Raabe, the munchkin coroner from The Wizard of Oz and Oscar Mayer businessman. You will see photographs and biographic captions of actors from the Wild West movie genre (including the famous Alamo star John Wayne) in the exhibit above. (photograph by author)

Caskets are usually made out of wood, and the museum had a fine rendition of an early twentieth-century workshop. Wood-makers must have made a lot of money during the Victorian and World War I Eras when many died of disease and warfare. This exhibit was living history; since you heard the sounds of laborers chopping wood, you felt like you were actually there with the carpenters. (photograph by author)

9/11/2001 was a terrible day for the United States... a group of terrorists hijacked 4 commercial airplanes, all of which crashed into the NY World Trade Center, Pentagon, and a field in PA, killing over 2,700 people. This event changed the modern world and sparked the western invasions of Iraq and Afghanistan. Although my students were not yet alive, I still teach the importance of understanding 9/11 and why we should always remember this tragic event. The museum had a neat exhibit on the first responders who perished on that fateful day, putting themselves on the front lines in the face of danger to save many civilians. Hundreds of New York and D.C. firefighters, police workers, and emergency personnel died on 9/11/2001, leaving many families devastated. Photographed is one of the caskets created for a fallen New York firefighter. (photograph by author) 

This 1832 hearse is believed to be one of the oldest hearses in the United States (it was donated to the museum in 1996). According to records, the black hearse that is photographed was purchased by the town of Cambridgeport, Vermont, and frequently used during funerals. The hearse was last used in 1926 and stored at the town's congregational church until it was fully restored several decades later. During the winters, the hearse's wheels were removed and a pair of sleighs were bolted on... I wonder what it was like to drive this hearse in the snow?! (photograph by author)

I recall reading about the Egyptian mummies in elementary school, so I was pleased when I found out that the museum had a small exhibit on Egyptian death and burials. Long ago, Egyptians would preserve their Kings' and Queens' vital organs and wrap the deceased bodies in cloth. The mummies would then be transported up the River Nile to the tombs and pyramids, and buried among the possessions (including chariots) that monarch had in their life. One of the famous Egyptian Pharaohs whose tomb was discovered in the twentieth century was Tutankhamun. (photograph by author)

After learning about the life of Pope John Paul II, I was treated to a wax-figure representation of the Pope's lying in state ceremony in the Vatican (this was one of the largest gatherings of heads of state in all time). Here, he was surrounded by the Vatican Guard and propped up by 3 red pillows. The body was blessed by the Cardinals and Bishops, who repeated ancient Greek prayers. His Eminence Edward Michael Cardinal Egan led the prayers. The body of Pope John Paul II was buried in a tomb underneath St. Peter's Basilica. John Paul II would later become an ordained saint by Pope Benedict XVI in 2011. (photograph by author)

The curators at the funeral museum have done a fantastic job at compiling religious artifacts and creating a wonderful exhibit on the history of Pope funerals. The Pope is the head of the Roman Catholic Church and resides in Vatican City, one of the smallest countries in the world. A wax figure of John Paul II, a Polish priest who was elevated to the Pope position in 1978, is pictured. I learned that when a Pope dies, their ceremonial Ring of the Fisherman is crushed, the private bedroom and quarters are sealed off, and the Cardinals of the world are summoned to the Vatican to start deliberations on the successor. Since John Paul II died in 2005, these rites of passage were performed during that year. (photograph by author)

The museum had a variety of funeral hearses in their collection. The hearse, originally a horse and carriage, is the vehicle used to carry the deceased from the church to the burial site. The hearse in this photograph is an early twentieth-century automobile from Britain. I also enjoyed discovering the history of the hearse in Asian countries, including in Japan and China. (photograph by author)

A casket is usually a rectangular-shaped box that the dead's body/cremated remains are put into before burial. Yet, there have been many different casket looks throughout history... including caskets which are shaped like a fish, crab, centipede, and chicken -- see photograph above. It was funny to see different incarnations of the casket. Cow, plane, car caskets not pictured. (photograph by author)

I was amazed at the vibrant Day of the Dead exhibit at the museum (seen above). A majority of Hispanics partake in a colorful and religious celebration every Halloween called Día de los Muertos. During these festivities, when it is believed that the dead return to visit the living, ancestors are honored through home memory tables/alters and redecorated gravesites in cemeteries. The memory tables are typically decorated with artificial flowers, photographs of the deceased, personal items, breads, candles, and the food and drink the departed enjoyed during their time on Earth. (photograph by author)

One of my favorite exhibits at the museum was a human-scale model of Abraham Lincoln's corpse and casket. Lincoln, the Great Emancipator and our 16th president, was assassinated by actor John Wilkes Booth on April 14, 1865, just days after the end of the bloody Civil War. After Lincoln died, his body was put on display in the East Room in the White House before making the railroad trip to Springfield, IL. The museum also had a photographic collage of Lincoln's changing face during the war (where the former Illinois attorney considerably aged) as well as a model of the single shot 44-caliber Derringer that Booth used to fatally shoot one of our greatest presidents. (photograph by author)

The museum also had a rich collection of newspapers detailing presidents' deaths. Franklin D. Roosevelt, president during the Great Depression and World War II, suddenly died on April 12, 1945, a few weeks prior to the end of the bloodiest war in world history. FDR, who was a chain-smoker and suffered from several illnesses in the years leading up to his death, is best remembered for being the architect of the New Deal and the only president to date to get elected to the Oval Office 4x. This photograph shows FDR's death on the front page of The Houston Chronicle on April 12, 1945. (photograph by author)

I can distinctly remember watching the funeral of President George H.W. Bush on TV in December 2018. Bush, who had been Reagan's VP and later successor, will be remembered in American history as a seasoned politician and dedicated public servant. The museum had a model of Bush's funeral train (the president would be laid to rest at his presidential library in College Station) as well as artifacts from the Bush family private collection, including one of H.W.'s colorful socks. (photograph by author)

The museum had several funeral hearses, including the official 2003 Presidential Funeral Hearse that carried Presidents Ronald Reagan and Gerald Ford from the services to their final resting places. So much history!! (photograph by author)

Carrie Nation in Commerce, TX

My APUSH students have recently been discussing the Age of Reform in the build-up to the Civil War, including the Temperance Crusade and the Women's Rights Movement. When young women grew tired of their drunk, abusive husbands spending the family money on alcohol, they spoke up and demanded a stop to the selling/producing of liquor and spirits. This crusade would later lead to Prohibition (a topic noted in this blog post). On the other hand, the Women's Rights Movement (one of the first feminist crusades in the United States) brewed when women were very dissatisfied with male-led institutions (including schools) and desired to have a voice to make changes that would impact their communities. These social movements gradually picked up steam following the Civil War, and defined the twentieth-century Progressive Era in American history. Keeping with this theme of reform, I stumbled upon some interesting facts on Carrie Nation.

Carrie Nation was usually known to wield a hatchet, but she did not carry such a scary instrument when she lectured the youth at East Texas Normal College on March 31, 1905. (Britannica.com)

Carrie Nation, a Kentucky native, was an outspoken supporter of the Temperance Crusade. She created a local chapter of the Woman's Christian Temperance Union in Medicine Lodge, Kansas in the 1880s. Nation was often known to be a violent agitator, throwing rocks at the windows of the local taverns while singing a sweet melody, and wielding an infamous hatchet. Between 1900 and 1910, she was arrested more than 30 times for "hatchetations", threatening alcoholics at the pubs. Nation paid her jail fines from the fees she gathered for her lecture tours across the nation during the early 1900s. Since Etta Mayo, a professor of music at East Texas Normal College, was heavily invested in the Women's Rights Movement and Temperance Crusade, Nation was invited to speak on the campus in Commerce in 1905. Mrs. Mayo believed that Nation would "fix" the alcoholics since Commerce was home to an alarming number of saloons. In a letter, librarian Catherine Opal Williams quotes from a letter written by Gladys Mayo, Etta's daughter: "Saloons were numerous in the little town of Commerce...They presented a problem to a growing town with a college. My mother appealed to Francis E. Willard, director of the Temperance Movement in the United States for advice. Their correspondence lent hope and inspiration to my parents and to the towns-women...She [Carrie Nation] must have come to Commerce upon my mother's invitation, and for some time she made her Texas headquarters in our dormitory."

Etta Mayo was the wife of William L. Mayo, founder and inaugural president of East Texas Normal College in Commerce. Etta was a music professor at the institution. (Author's Collections)

Nation's lecture on the dangers of alcohol was well-received among the faculty and student body at East Texas Normal College (and she did not carry her frightening hatchet!). A review in the Commerce Journal of Nation's talk displays the success of this program and her unusual demeanor: "Tuesday morning the students at East Texas Normal College had the privilege of listening to a woman of almost world renown...Instead of a harsh, raving speaker, the idea many have of her, Mrs. Nation is a cool, calm, logical, yet eloquent speaker. After being introduced by Professor [William L.] Mayo, Mrs. Nation began her lecture, which was greatly appreciated by the students...'Purify the home, bring the child up in a Christian way, and that child will kill liquor in the United States,' she says, 'We must have a national prohibition of the liquor curse, making it a crime to manufacture, barter, sell, or give away that which causes 3/4 of all crime, murdering a hundred thousand every year.'"

Prohibition activists, c. 1920. (BBC News)

Nation's strong rhetoric propelled the Temperance Crusade and encouraged many to join the movement. After many decades of meetings, marches, and propaganda outreach, the United States Congress outlawed the production, purchase, and selling of alcoholic beverages by passing the 18th Amendment (1920). The mission of the Temperance advocates was accomplished, yet the majority of Americans missed their drink and began to produce and smuggle alcohol in secret (this was the age of gangsters and speakeasies). Eventually, Congress repealed its original Prohibition act by passing the 21st Amendment in 1933. Such a small, yet golden nugget in the university's history and Commerce's story.

"We Are One" APUSH Project 2021

My AP US History students recently completed a massive project, titled "We Are One". Since we are currently learning about the United States' period of exponential economic and cultural growth at the start of the nineteenth century, it was fitting for APUSH students at Coppell High School to research various historical characters, professions, and events during that era (aka the 'Developing Republic' period) and create a final product that resembled an artifact from that time. Additionally, this content-loaded project provided a unique opportunity for students to showcase their hidden talents, creativity, and imagination. For example, several of my students (whose personalities involves 'body' and 'social' traits) took on the roles of a early-1800s chef - they researched a variety of immigrant (German, Irish, French) and regional-typed (Southern, New England, African) foods, selected a dish to cook, created a Food Network-quality cooking video, and presented their hot or cold products to classmates (I thoroughly enjoyed sampling the treats my students made, which included Louisiana-style gumbo, crab cakes, Southern cheesecake, New England clam chowder, and German-inspired chocolate mousse). A group of my students showed me their fascinating artistic skills by drawing/painting portraits of American landscapes - they researched the famous Hudson River School. These beautiful paintings are now on my classroom walls. I had one of my students sew an Antebellum dress - it was an amazing product! Other roles that students selected during this project included physical geographer, political strategist/analyst, writer, inventor, social activist, and musician. Students who desire to become an attorney in their futures were given the choice to research one of the many landmark Supreme Court cases during this period and host a Supreme Court trial (including Worcester v. Georgia and the non-existent Aaron Burr Trial - did he deserve to be imprisoned or punished after Alexander Hamilton was killed?). The students, in the drivers' seats throughout this UDL (Universal Design Learning) project worked very hard on their creations, and their creativity shined bright on the day of presentations. My students (armed with appropriate props and dressed in 1800s costumes) presented their final products with much enthusiasm to their colleagues in the other APUSH classes. The levels of excitement for this project brought a smile to my face and happy tears to my eyes - at the end of the day, the students showed me talent, perseverance, and a sense of enjoyment in learning United States history. I was incredibly proud of them, and I can not wait to continue assigning the "We Are One" project in future years. After the presentations, students were asked to write a reflection and answer an essential question: how did their product/person of research contribute to American identity during the Developing Republic period? I am incredibly lucky and very blessed to have a great job where I get to give younglings various opportunities to grow as artists and performers. Some images of my students and their WAO creations are found below.

Nandini was a photographer for the WAO project. Photography was in its infancy in the early-1800s (you had to sit in front of a camera, motionless for many moons before the flash was activated and picture was taken!). Nandini learned a lot about Matthew Brady, one of the first photographers in the United States, and created black-and-white portraits that mimicked Brady's style.

Arman, a member of Coppell High's award-winning band, researched various types of music during the Jacksonian Era and then performed these songs on his trombone. The live music performances were excellent and contributed to the excitement of our huge WAO festivities.

May has always been interested in sewing and approached me with a fantastic idea - instead of painting, she would sew. She created a glamorous Antebellum-era dress that was the type of clothes many Southern ladies wore during lavish house gatherings. Principal Springer was very impressed at May's effort. I was very proud of her hard work ethic (the dress took 14+ hours to complete!).

Raj was a physical geographer, examining America's drastic westward expansion during the Developing Republic period - Manifest Destiny! In addition to his triboard, Raj also created a 'dart game' for his audience to play after his creative presentation.

Nivi was an enthusiastic political activist during the WAO project, standing on a box and making an emotional speech on why her audience should vote for Andrew Jackson (president for the "Common Man"), instead of "old man" John Quincy Adams. Students also had the option on being political strategists and analyzing nineteenth-century political cartoons. 

Jack, star-football quarterback at the high school, loves to cook and made New England crab cakes. During the presentations, he showcased his tasty food and discussed the history of Northern cuisine.

Mariana enjoyed researching the lives and stories of Edgar Allen Poe, Herman Melville, and Walt Whitman, among others. Mariana wrote her own short stories based on the authors' writing styles, and presented her work to classmates. Her creative stories were fantastic and filled with imagery!

Anuja was an artist during the WAO project. She had to research the Hudson River School, a group of artisans who painted beautiful landscapes of America. Anuja painted the geographic features of the West.

Paulo took on the role of the nineteenth-century inventor, researched Robert Fulton and created a working model of the steamboat. The steamboat drastically improved passenger travel and cotton trade in the United States during this period, especially on the Mississippi River.

Hiba was a social activist and researched Elizabeth Cady Stanton and Lucretia Mott during the 1848 Seneca Falls Convention. She also made buttons and convinced her audience to join the women's rights movement. She had my vote!