OH, MY!

YOU WON’T

BELIEVE

WHAT I SAW...

A HISTORY MYSTERY: What Did Martha See?

Tampa Bay History Center

Pre-Visit Lesson Plan

Using Primary Sources

to Learn about the Past

© Tampa Bay History Center, 2011

Con�nued

INSTRUCTIONS

1. Print out one copy of each primary source, along with the corresponding Analysis Worksheet:

� 3-page le%er (1 copy) + Document Analysis Worksheet (1 copy)

� 3 photographs (1 copy each) + Photograph Analysis Worksheet (3 copies)

� I object (photographed image) (1 copy) + Object Analysis Worksheet (1 copy)

You may also want to reproduce the primary sources onto transparencies (or use an ELMO) to project the images

for a class discussion later.

2. Introduce the lesson by le.ng students know they will be solving “the mystery of what Martha saw” before and

during their field trip to the Tampa Bay History Center. First, they will gather clues by analyzing some primary

sources (a historic document and photos) in class. Finally, on the day of their field trip, they will gather more infor-

ma7on during a gallery “scavenger hunt.”

3. Have a brief discussion about primary sources: What is a primary source? What kinds of primary sources exist?

Where do you find them? What can they tell us about people, places and events?

Primary Source: A first-hand, original account, record or evidence about a person, place, object or event.

Oral histories, objects, photographs, sound recordings and documents such as newspapers, ledgers, census

records, diaries, journals, and inventories are all primary sources.

Secondary Source: An account, record, or evidence derived from an original or primary source. Text books are

secondary sources.

INTRODUCTION

Primary sources are the pieces of evidence that

historians use to learn about people, events, and

everyday life in the past. Just like detec7ves, his-

torians look at clues, si; through evidence, and

reach conclusions.

Students can use primary sources, too. By focus-

ing on the evidence itself—documents, objects,

photographs, and oral histories—students can get

a glimpse into the past beyond what a textbook

can provide.

Introducing your students to primary sources and

making them a regular part of classroom lessons

will help your students develop cri7cal thinking

and deduc7ve reasoning skills that will be useful

throughout their lives.

OBJECTIVE

Students will be introduced to different types of

primary sources, and will analyze these sources for

historical informa7on.

Note: This is part one of an ac�vity that will con�n-

ue during your field trip to TBHC. Students will com-

plete part two of the ac�vity during a gallery

“scavenger hunt” at the museum.

TIME 50 minutes

MATERIALS � 5 primary sources

(a0ached) � 3 Analysis Worksheets

� Background informa7on for teacher

What Did Martha See?

Instruc-ons (con�nued)

* 4. Divide the class into FIVE groups. Give each group ONE primary source and the corresponding Analysis Work-

sheet. Ask each group to spend 10-15 minutes answering the ques7ons on the Analysis Worksheet as they exam-

ine their primary source. (Note: Primary source #5 is a lengthy le0er. A transcript is provided on the last page of

this packet. You may give students a copy of the transcript, but be sure to also give them the original le0er. It is

okay if they don’t have �me to finish. The teacher can read the le0er aloud during the class discussion).

5. A;er they have finished their Analysis Worksheets, have each group spend five minutes repor7ng their find-

ings to the class. Important: Have the groups go in the order listed on the “Background Informa�on” sheet

(next page). Be sure that the group with the le$er goes last, as this document will help unravel the “mystery”

behind the other four primary sources.

A;er each group reports their findings, the teacher should reveal bits of informa7on about the primary source

provided on the “Background Informa7on” sheet. Reveal just enough to encourage students that they are on the

right track, but don’t jump ahead by revealing the rela7onships between each source. (You may be surprised by

how much accurate informa�on students can come up with based solely on their examina�ons.)

6. A;er all five groups have reported their findings, students will have discovered how the primary sources fit

together to tell a story. Let students know they will learn more about Martha (and what she saw) during their

field trip to the Tampa Bay History Center.

* Alternate op-on:

Instead of dividing students into five groups, you may choose to analyze some or all of the primary sources

together as a class. Display each document on a transparency (or ELMO) and use the Analysis Worksheet to

guide the discussion. Be sure to analyze the documents in the order listed on the “Background Informa-on”

sheet (next page).

© Tampa Bay History Center, 2011

Background Informa-on

(For Teacher Only)

Below is a list of the five primary sources included in this packet, and background informa7on about each one:

1. Object (photographed): Bamboo canteen, 1898

This canteen (made of bamboo) belonged to Roland A. Wilson, a 23-year-old Ar-

my Sergeant in the 4th U.S. Infantry. In the summer of 1898, Roland fought in the

Spanish-American War in Cuba. Tampa was the staging ground for the Spanish-

American War; it was where the soldiers stayed while they waited to board ships

to Cuba. Roland’s canteen was most likely made in Cuba, and is engraved with his

name, infantry, regiment and company number. Crea7ng a chronology of his 7me

there, the canteen also illustrates the ba%les Roland saw in Cuba.

2. Photograph: Girls working in Tampa Box Company, 1909

This photo shows two girls working in a cigar box factory—the Tampa Box

Company—in 1909. With the enormous growth of Tampa’s cigar industry

star7ng in the 1880s, many other ancillary businesses such as cigar box facto-

ries sprouted to support the booming industry. Children as young as 9 or 10

worked in factories before child labor laws were enacted in 1916.

3. Photograph: Tampa Box Company, circa 1900

This photo, taken around 1900, shows the outside of Tampa Box Company. It

was located in Ybor City (at 7th Ave and 17th St). This building burned down

in 1905, and the factory was relocated to 21st Street. Tampa Box Company,

which was owned by Henry Leiman, became one of the world’s largest cigar

box manufacturers.

Con�nued

Background Informa-on (Con�nued)

4. Photograph: Martha Leiman, circa 1900

This photo, taken around 1900, is a portrait of Martha Leiman. Martha was the

daughter of Henry Leiman, who owned Tampa Box Company. Martha is dressed as a

“Cigar Queen.” Her crown is made of cigars, and her dress is made of cigar ribbons

woven together, decorated with cigars on the front.

5. Document: Le%er from Martha Leiman to Roland Wilson, 1898

This is a le%er wri%en by Martha Leiman to Sergeant Roland Wilson on July 20, 1898.

Martha, who was 17 at the 7me, met Roland in the spring of 1898 when she brought a

cake to the soldiers encamped in Tampa. Roland le; for Cuba to fight in the Spanish-

American War soon a;er that. He and Martha wrote more than 100 le%ers to each

other over the next year.

Martha and Roland married in 1901, had a son, and lived in Tampa. Roland eventually

took over Martha’s father’s business, Tampa Box Company. A;er 51 years of mar-

riage, Roland died in 1952. Martha died in 1980.

The Leiman’s family home is in South Tampa, and their descendents s7ll live here to-

day. They gave the le%ers, Roland’s uniform, canteen, and other items to the Tampa

Bay History Center in 2008 for safekeeping, and so people could learn more about life

during that 7me.

So... What Did Martha See?

Martha lived for 99 years—she was born in 1881 and died in 1980. She saw many historic events

and changes during her life7me. When you take your field trip to the Tampa Bay History Center, you

will par7cipate in a gallery “scavenger hunt” to find out about some of the historic events and

changes she saw.

First, as a class, brainstorm some of the changes and events you think Martha might have seen

while she was alive. For example: inven7ons, changes in transporta7on, new technologies, wars,

etc.

Object Analysis: Student Worksheet Use this worksheet to help analyze the object. (Note: it may be difficult to answer all the ques7ons based on a

photograph of the object, rather than the “real thing,” but do your best). Look carefully at the object. Answer as

many of the ques7ons as you can based on what you see, and what you may already know.

1. TYPE OF OBJECT

What is it made of? (i.e. bone, po%ery, metal, wood, stone, leather, glass, paper, cardboard, etc).

2. SPECIAL QUALITIES OF THE OBJECT

What is the shape and color?

Does it look like parts are missing?

Is anything wri%en or engraved on it? Describe.

Does it look old or new?

Is it handmade or made by machine?

3. USES OF THE OBJECT

A. What do you think it was used for?

B. Who might have made it? Who might have used it?

C. When do you think it was used?

4. WHAT DOES THE OBJECT TELL US?

A. Should this object be in a museum collec7on? Why or why not?

B. Can you name a similar item made or used today?

Adapted from the Na�onal Archives and Records Administra�on, www.nara.gov

Primary Source # 1

A “Mystery” Object

Photograph Analysis: Student Worksheet Use this worksheet to help analyze the photo. Look carefully at the photo. Answer as many of the ques7ons as

you can based on what you see, and what you may already know.

Step 1: Observa-on

A. Study the photo for 2 minutes. Look at the whole photograph first. Next, divide the photo into sec7ons and

carefully study each area to see what new details become visible.

B. Use the chart below to list people, objects, and ac7vi7es in the photograph.

Step 2: Inference

List three things you think you know about this photograph.

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

Step 3: Ques-ons

A. What ques7ons does this photograph raise in your mind?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

B. Where could you find answers to them?

____________________________________________________________________________________________

____________________________________________________________________________________________

Courtesy of the Na�onal Archives and Records Administra�on, www.nara.gov

People Objects Ac-vi-es

Primary Source # 2

A “Mystery” Photograph

Primary Source # 3

A “Mystery” Photograph

Primary Source # 4

A “Mystery” Photograph

Document Analysis: Student Worksheet Use this guide to help analyze your primary source document. Answer as many of the ques7ons as you can based on

evidence from the document, and what you may already know.

Step 1: First Impressions

What kind of document is it (le%er, ad, newspaper, etc)? How do you know?

Step 2: Looking More Closely

Read through the document carefully. Make a list of any unusual words or phrases.

Is there a date on it? If so, what is it?

Is there a loca7on on it? If so, what is it?

Who wrote the document? How can you tell?

Who was the document wri%en for? How do you know?

What is the purpose of the document? What made you think this?

Step 3: Thinking Further

What do you think is the most important informa7on in this document? Why?

What is the rela7onship between the person who wrote the document and the person who received it? How can you

tell?

Courtesy of the Smithsonian Na�onal Museum of American History, www.americanhistory.si.edu

Primary Source # 5

A “Mystery” Document (3 pages)

Page 1

Page 2

Page 3

Transcript of the LeAer

Tampa Fla.

July 20, 1898

Dear Roland,

The le%er that I longed for came to hand today and what a relief it was to know you were s7ll among the living,

and enjoying good health.

We bought every paper there was to be had, and looked through all the lists of dead and wounded expec7ng,

yet dreading to see your name among them.

Every day when papa came home to dinner I would ask him for a le%er, and “No” being the answer I would be

very much disappointed; but when he received this one he got right in his buggy and brought it home to me.

Today I was pleased in every way; a le%er from you and the doctor’s permission to sit up for a short 7me.

I am ge.ng along nicely, and if I am well and strong enough, we will go to the mountains in two weeks. I will

send you my address when I go.

Papa said to tell you he wished he could have been alongside of you, and had a few shots at those Spaniards

himself.

What a glorious victory we have had! And if the news in the papers are correct the war will soon come to a

close.

I hear all of the soldiers now in San7ago are coming here. Is there any truth in it? I wish they would come to

Tampa, but that I know will not be as they are ge.ng all the soldiers out of Tampa. Some say they fear an epidemic

of yellow fellow; but why it is we do not know; at any rate they are moving them as quick as possible of which I am

glad. They are the worst that ever was in Tampa.

How terrible it must have been for you to see all of those men killed at your side. I cannot bear to think of it yet

I would like to hear all about the ba%le. I wish I had a telephone to reach you, so I could talk to you and ask all about

it. I know it would be very interes7ng.

Willie was so pleased to hear you and Bill were safe, he fairly jumped for joy.

Willie was talking to papa when he said: “Papa I know Bill and Roland wouldn't get killed;” papa said why,

“because,” he said, they are the best shooters on the field, and I know Bill and Roland killed half of the Spaniards.

I wish you could have seen his face while telling that, it had such an earnest expression and we could not help

laughing at him.

How did Mr. Hammer fare? Is he safe too?

I don’t suppose you have received my le%ers, as you did not men7on anything about them in your le%er.

I will have to close now with kindest regards from all, and a thousand tenderest thoughts of you.

I remain yours sincerely,

Martha