Four Reads: Learning to Read Primary Documents

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Article Body
What is it?

A guided four-step reading process for primary documents that trains students to read a primary document like a historian. Use this guided process several times until students acquire the habit of reading and thinking like a historian.

Rationale

When historians read primary documents, they read at many different levels. They simultaneously pay attention to argument, purpose, context, content and credibility. Too often students will read a primary document as if it is a textbook. Students need to learn that reading a primary document is a different reading process and involves understanding the main point, but also contextualizing and asking skeptical questions about that point. Breaking the “reading” process into different steps helps students learn this.

Description

This is a teacher-led process that depends on transparency and discussion. In each step, the teacher clearly explains the purpose of that step, and uses questions to model how historians read primary documents. By doing so, the teacher shows students how to engage in the complex reading and thinking process that historians employ.

Teacher Preparation
  1. Choose a primary document that relates to the content you are teaching. If    students already know some of the historical context when they read the    primary document, they will be better able to think and read historically.    (See Handout: Jackson Reading.)
  2. Read the primary document like a historian yourself. Make note of    contextual clues (author, date, place, audience) and how those impact your    understanding of the document. Underline the author’s main argument    and supporting evidence. Make notes in the margins about the author’s    purpose and the argument’s credibility. Write questions that you have    about the document. With each of these steps, make a mental note of your    reading and thinking processes so you can model these for students later.    (See Example: Jackson Reading 4.) Be aware that you may need to conduct    additional research to better understand the document’s historical context.
  3. Note characteristics of the document that will make it difficult for    students to understand—for example, difficult vocabulary, obscure    references, or confusing syntax. Consider using a vocabulary box at the    bottom of the document or cutting sections of the document. (See this    guide for help.) If there is a difficult section that is pivotal to the    document’s meaning, mark it and review it with students in class as part    of the discussion of the document.
In the Classroom

Introduce the activity

Give a copy of the primary document to each student. Explain that the class will learn how to read a primary document like a historian. Consider projecting the document on a screen so that you can model the kinds of observations that a historian makes and the kinds of questions she asks. The purpose is to show how historians consistently read at multiple levels.

First Reading: Reading for Origins and Context

In this reading, ask students only to read the top of the document (where usually title, author, place, and date are provided) and the bottom of the document (where there may be additional information, in bibliographic notes, about the title, author, place, and date). For this read, students are not reading the main text of the document. The point here is to note and make some sense of the information about the document’s origins. Ask students to take note of each of the key sourcing elements. For each, they should ask themselves: Why does this matter? Why is the person significant? Why is the date or period significant? Why is the place significant? Why is the context significant? What background information do I know about any of these? (See Example: Jackson Reading 1.) Then ask students to identify what this context information suggests about the document. How does each part of the sourcing (person, place, date, context) impact how we read and understand this document? For more in-depth questioning on source materials, see here.

Second Reading: Reading for Meaning

In this reading, ask students to read the body of the text. They should read though the text to understand the author’s main idea and to get a sense of the document as whole. Ask students to underline only the sentence or phrase that best captures the author’s main idea. In this reading, students should skip over difficult vocabulary or sections. Too often students get stuck on a difficult or confusing section and stop reading or miss the big idea. The point here is to get the big idea of the document in order to make sense of more difficult or subtle parts later on. Once students have completed this reading, discuss students’ understanding of the big idea or meaning before moving ahead. If students have differing views about the big idea (and they usually do), ask different students to read aloud the sentence or section of the document they underlined. Discuss the merits and problems with each selection. Try to come to consensus about the big idea. Discerning the main argument is often difficult, but the process of wrestling with different claims is well worth it. (See Example: Jackson Reading 2.) Next, ask students what they notice about the document as a whole. In terms of genre, is it a persuasive speech, a private letter, or a newspaper article? In terms of content, is it clear or confusing? Were there many vocabulary words or historical references that students found difficult or skipped over? Who is the intended audience for the document? Discuss difficult passages or references. Often, when students get the main idea of a primary document, more difficult sections become easier to interpret. You might want to ask a student to read aloud a section that is particularly difficult and have the class work on interpreting it together in light of the main argument.

Third Reading: Reading for Argument

In this third reading, ask students to read through the body of the text again. This time students are reading to examine how the argument is constructed. What assertions, evidence, or examples are used to support or give credibility to the author’s argument? Students should underline any support (assertions, evidence, or examples) for the argument. Students should also write in the margins next to the underlined support. They should note whether they consider the support to be strong. Is it logical and believable? Does it contradict other evidence that the students have read? The point here is for students to see that most primary documents present arguments, and that arguments need to be understood and then interrogated for logic and credibility. Again, have a discussion with students. What are the supporting statements, and which supporting statements are strong? (See Example: Jackson Reading 3.)

Fourth Reading: Reading like a Historian

In this reading, ask students to go into the text one last time. This time students are bringing the earlier three readings together into a more complex final reading. Ask students to use the sourcing material (from their first read) to interrogate the argument and evidence (from the second and third reads). Students should write in the margins as they read to answer key questions. Given the author of the document, what bias or perspective might be expressed? How does that shape our understanding of the argument? Given the date of the document, what is the document responding to or in dialogue with? Given the place and audience of the document, how is the argument shaped to be effective? Like detectives, historians are suspicious. Their job is not to take the document at face value, but rather to dig deeper and use sourcing information to ask tough questions about the meaning of the document. Would the argument in the document have convinced its audience? Who might have disagreed or had a different perspective? What facts did the author leave out and why? What questions are unanswered by the document? Finally, historians evaluate primary documents. Is this primary document significant? Did it have an impact within its historical context? Did it express the view of an important group? How does it fit within debates taking place within that historical period? (See Example: Jackson Reading 4.)

Conclusion

Explain to students that they have now “read” a primary document like a historian. When historians read a primary document, they are constantly thinking about how their understanding of the argument or content is deepened by the sourcing information and historical context. Explain that as students become more experienced with primary documents, they too will become good historical detectives and be able to read at multiple levels. When a historian reads a primary document, a document becomes alive. The historian sees a primary document as part of a conversation or debate that took place within a specific historical context. The task for the sophisticated reader is to transform old, dead text into a live voice. Finally, ask students to list in their notebooks how a historian reads a primary document. Historians pay attention to sourcing information, select the main argument and support, look for credibility and bias, connect the text to the context, and ask questions like detectives. Note: Please see Four Reads handout for a short list of the four different reads.

Common Pitfalls

For teachers, this process takes time. You will need to dedicate a sustained block of time to teaching this approach. By dedicating time early in the year, students should be able to read primary documents more deeply over the rest of the year. For students, this process takes time. Too often students want to stop at the surface level of a document. With proper guidance, students should discover that there is a subversive pleasure in interrogating a document that is similar to interrogating an argument made by their parent or friend. Students should learn to use their natural skepticism to become historical detectives.

For more information

Gerwin, David and Jack Zevin. Teaching U.S. History as Mystery. Portsmouth, NH: Heinemann, 2003.

Kashatus, William. Past, Present and Personal: Teaching Writing in U.S. History. Portsmouth, NH: Heinemann, 2002.

Wineburg, Sam, Daisy Martin, and Chauncey Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History. New York City: Teachers College Press, 2011.

See here for worksheets with questions for analyzing primary sources. These can be quite helpful after students have learned the four-reads approach.

Exploring Historical Fiction

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Question

Do you have any suggestions for historical fiction that could be incorporated into our Language Arts classes on the topics of the Oregon Trail or Lewis and Clark? Currently we use Will Hobbs's Ghost Canoe to help reinforce teaching about Coastal Native Americans in the history classes.

Answer

Thanks for your inquiry. We often get requests for recommendations of historical fiction to use when studying particular time periods and historical events. So below, I first list some open-access digital databanks of fiction (and occasionally nonfiction) to use in the history/social studies classroom. Then I share some recommendations specific to your request.

Databases of Recommended Books

The National Council for the Social Studies’ (NCSS) Notable Books lists are a great resource. Each year, a panel of educators and librarians read more than 200 books to select these “notable books.” Lists from prior years can be downloaded for free and you can purchase the most recent list or access it for free with membership in NCSS. For each of these books, general reading levels and applicable NCSS standards are identified and a brief annotation gives an overview of content. OurStory, a project of the Smithsonian National Museum of American History, provides a useful bookfinder. Here you can search by general historical topic, age group, book type, and award. Searching this bookfinder for “19th century history” and "middle school" brings up 47 fiction and nonfiction books. Please note that it’s not clear when this list was last updated as it does not include recent award winners. The American Library Association's yearly list of Notable Children’s Books includes books suitable for children up to, and including, age 14. Books that win awards such as the Coretta Scott King Award and Newbery Medal are added to the list. (The ALA also has a page dedicated to book lists, but few specifically pertain to the history classroom.) The Reading and Writing Project at Teacher’s College has generated a list of historical fiction using teachers’ recommendations which can be accessed as a PDF here. This list just includes title, author, book type (i.e., picture or chapter) and level, but organizes the books by historical topic including a set of recommendations for “Westward Expansion and Prairie Life.” PBS has a list of historical fiction for grades four and five, which can be accessed here. Some states provide lists of historical fiction and nonfiction. Search California’s database using “Oregon” as keyword or “Lewis” as keyword and you will get more than 20 fiction and nonfiction books.

Specific Recommendations

All these online resources can help you find a book, but don’t forget your local and school libraries and independent bookstores. Often children’s librarians will have wonderful suggestions and your local bookseller may also have a quality selection of historical fiction. Indeed, Martha Dyer, librarian at Mission Hill Middle School in California, helped me compile the following recommendations. (One source she used that is not mentioned here is a database available at the local public library, “NoveList,” produced by Ebscohost.) Here are some titles worth investigating: Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell (1997) by Kristiana Gregory. This is a quality selection from the Dear America series. My Travels with Capts. Lewis and Clark, by George Shannon (2004) by Kate McMullan. Seaman: The Dog Who Explored the West with Lewis & Clark (1999) by Gail Langer Karwoski. The Journal of Jedediah Barstow, an Emigrant on the Oregon Trail: Overland, 1845 (2002) by Ellen Levine. This is part of the My Name is America series. Thomas Jefferson: Letters from a Philadelphia Bookworm (2000) by Jennifer Armstrong. This is part of the Dear Mr. President series. The books below do not directly address the specific time period or event you ask about, but they could also be good choices as they are engaging and relevant.

  • Call of the Wild by Jack London (1903)
  • The Devil’s Paintbox by Virginia McKernan (2010)
  • The Game of Silence by Louise Erdrich (2005)
  • The Journal of Wong Ming-Chung: a Chinese Miner, California, 1852 by Laurence Yep (2000)

And finally, consider one experienced middle school history teacher’s response to your question: “I usually have my students reading excerpts from Lewis and Clark's journals. Some of those read like a fictional story at times!” Good luck!

For more information

Teachinghistory.org addresses World War I and II literature in another Ask a Master Teacher response and 20th-century literature for the high school classroom in another.

See this response for five picture books for teaching the American Revolution to fifth graders.

Also see this Teaching Guide on using “book sets” that include fiction and nonfiction texts.

IWitness

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What is it?

IWitness is a free resource developed by the USC Shoah Foundation Institute to help students develop a deeper understanding of 20th-century history alongside digital and media literacies. It houses approximately 1,000 Holocaust survivor and witness testimonies and allows students to construct multimedia projects using the testimonies. Users need only an Internet connection; all of the tools—including an online video editor—are self-contained on the server and are compatible with both Macs and PCs.

Getting Started

In order to start using IWitness, click here and select “register.” Once registered, you will be able to create classes and generate access codes students can use to register.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects.

Even prior to registering, the IWitness home page features a rotating group of curated clips. These short clips run less than five minutes and draw learners into compelling stories. Linked from the home page, the Browse All Topics page provides more clips from a breadth of topics to anyone visiting the site. Registered users are able to search among more than 1,000 full-length testimonies, then save clips from the testimonies for use in projects. Testimonies have been indexed to the minute with keywords. If, for example, students search for “music,” they will get a list of clips where the interviewee discusses music, and they can go right to the exact minute in which music is discussed in a testimony. Users also can narrow search results in various ways.

Once signed in, you should go to your “Dashboard” to get started exploring IWitness. From here you will notice videos located on the left side under “Connections.” The Connections videos will help you address important topics with your students: ethical editing of video clips, effective searching, and defining terms like “archive” and “testimony.” There is an Educators page designed to orient teachers to the site and highlight available resources. There is also a resource tab on the top of the screen with links to reliable information. For students and teachers alike, IWitness offers a Tool Kit, which can fly out from the right side of the screen. The Tool Kit provides users with quick access to their assigned activities, as well as to an encyclopedia, glossary, and note-taking tool.

IWitness has numerous activities you can assign to your students. More than 200 activities are available in several languages and cover an array of subjects from the Holocaust and genocide to cinema and media & digital literacy. Different types of activities present information in diverse formats and can be filtered for different age or subject levels. “Information Quest”, for example, focuses on a single survivor or witness of the Holocaust. Students listen carefully for information in testimony clips and then reflect on their learning by using, among other things, a world cloud tool. As an educator, you are also able to build your own activities for your students in IWitness with the “Activity Builder”. The additional resources offered on the “Resources” page provide bibliographies, glossaries, and timelines that may be useful when assigning activities for students to build or complete.

Examples
IWitness allows students to learn about . . . the 20th century while creating meaningful projects and making connections with their own lives.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects, including social studies, language arts, media studies, psychology, and more. One history teacher built an IWitness activity so his students could compare and contrast the Hollywood portrayal of the Sobibor Uprising in film with how survivors of the event remember and describe it. Through his IWitness activity “Escape From Sobibor: Hollywood and Memory,” his students were able to use critical thinking as they watched testimony and compared it to the film, then select clips of that testimony to construct a more historical depiction of daily life in the concentration camp.

You can also use IWitness to help teach online etiquette and respectful dialogue skills. Within IWitness, students finish their activities by viewing and commenting on their classmates’ projects. This is a great way to spark conversation that can continue in IWitness through social-media-style commenting tools. Teachers are able to mediate conversations and communicate with students within the application. IWitness also provides reminders to students about good digital citizenship when communicating with their peers within the site. IWitness allows students to learn about important events in the 20th century while creating meaningful projects and making connections with their own lives.

For more information

Want to learn more about IWitness? See Teachinghistory.org's Website Review for more information.

Looking for more resources on the Holocaust? Teachinghistory.org has gathered website reviews, lesson plans, teaching strategies, and more on the Days of Remembrance of the Victims of the Holocaust spotlight page.

Learning Menus: Textbooks a la Carte

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Why do it?

Elementary and middle school classrooms often require students to read history textbooks. Historical accounts in textbooks, however, can often be dry or difficult to grasp. Learning Menus offer students a variety of active methods to access the textbook, remember pertinent information, and learn to regulate their own learning. This strategy can be adapted for multiple grade levels.

What is it?

Learning Menus are forms of differentiated learning that give students a choice in how they learn. Each choice on the Menu encourages students to engage in an activity that requires actively reading, re-reading, and then summarizing important textbook content. After a student has completed an activity on the Menu, the teacher immediately assesses his or her work before she or he can move on. Learning Menus come in various forms and can include tic-tac-toe boards, restaurant-like menus, matrices, and multiple-choice grids. For example, students can be given a Learning Menu structured like that of a dinner menu with the headings “Appetizer,” “Entrée,” and “Dessert” and be instructed to follow the order of the menu just as they would in a restaurant. Within each “course” students choose from a list of activities. The assignment sheet includes a Well-defined Description for how to complete a chosen activity, the Possible Points one can earn for it, and the textbook Section it covers. At least one task must be completed for each book section, although students are always free to choose their own tasks from the menu choices. After the completion of each “course,” the teacher assesses the result in Points Earned before the student moves to the next one. In the dinner menu example, “Appetizer” activities focus on summarizing the overall content in each section of the textbook reading with activity choices like “Flash Cards,” “Outline,” and “Summary.” “Entrée” activities center on a closer reading of details and give students an opportunity to be creative with options like make a website or travel brochure. For “Dessert” students must choose a short activity that provides an overall summary of the most important themes found in the entire textbook reading.

Example

For an example of a Learning Menu in action, see the video Differentiating with Learning Menus on the Teaching Channel website. In this video, Mary Vagenas uses a “dinner menu” strategy with her 7th-grade social studies students at the Queens School of Inquiry in Flushing, NY. Below the video and in the right-hand column under “Supporting Materials” one can find a sample Learning Menu and a full transcript of the video in Word (DOC) format.

Why is this a best practice?

Learning Menus are a method of differentiating instruction that provides flexible ways to engage students, and that can be adapted to various classroom environments. Students become familiar with different types of study methods that they can use to self-regulate learning in the future. Tasks can include simpler activities for struggling students and more complex activities to challenge advanced students. Continual assessment and feedback can help ensure that each student makes progress towards the learning goals. Learning Menus also liven up textbook reading activities by giving students choices about how to extract essential information. These choices can help motivate reluctant readers. However, no matter what a student chooses from the menu, he or she engages in actively reading and making sense of textbook content, helping build historical knowledge.

For more information

See more on this topic elsewhere on Teachinghistory.org.

Graphic organizers are another strategy for scaffolding and breaking down challenging texts. Learn more about them, and consider including them in Learning Menus.

Also see the Institutes on Academic Diversity (IAD) at the University of Virginia's Curry School of Education.

Tenement Life

Teaser

Students examine primary sources related to the life of an immigrant girl and her family to discover what life might have been like at the turn of the century.

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Description

Students examine a set of primary source documents related to the life of an immigrant girl in order to investigate what life might have been like at the turn of the century.

Article Body

The Tenement Museum website provides engaging and entertaining ways to introduce young students to primary sources. The “Elementary School Lesson” found under “Primary Source Activities” uses a family photo, a postcard, a report card, and a passport to examine the life of Victoria Confino, an immigrant girl at the turn of the 20th century. Because these sources are mostly visual, they allow easier access for young students and English language learners than text-dense sources. The lesson provides useful guiding questions for the teacher when helping students examine the documents. After students have discussed the sources, they are asked to write a paragraph about Victoria’s life.

The Tenement Museum website also includes a variety of other fun and educational activities for students. Students can play the immigration game in which they figure out how to get to America, or complete a virtual tour of a tenement building. They could also mix a folk song or, for older students, explore the webcomics of a modern immigrant.

Topic
Immigration
Time Estimate
1 Class Session
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

No

Rubric_Content_Read_Write

Yes
Students “read” visual sources that contain minimal text. They write about the life of an immigrant girl using evidence from these sources.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The lesson includes questions to prompt students to look at specific details in the documents, but teachers need to add questions about the origins of the documents.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
Suggested questions are provided for each source. The teacher could use the questions to develop a graphic organizer.

Rubric_Structure_Assessment

Yes
Students are asked to write about Victoria’s life using the historical evidence. There are no assessment criteria included and teachers will need to develop their own.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Prequel to Independence

Teaser

Teach your students about causality with this useful activity.

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Description

Students view primary and secondary sources that represent events leading up to the publication of the Declaration of Independence and place them in chronological order.

Article Body

Teaching the events leading up to the Declaration of Independence is routine in many American history classrooms. This lesson consists of a brief sequencing activity followed by a written assessment and is a good activity to use in conjunction with other activities on this topic. Students view a collection of 10 historical documents representing events leading up to the Declaration of Independence. Each document includes an image of the original document and brief explanatory details. After putting the documents in their proper sequence, students are prompted to write one to three paragraphs describing the sequence of events leading to the publication of the Declaration of Independence, using the documents they have just sequenced as specific examples.

While the activity is simple and short, it can help to lay the foundation for a lesson on contextualization, as students place documents in chronological order and see them in the context of surrounding events. Additionally, this lesson provides an excellent opportunity to analyze the nature of cause and effect and teachers could augment the lesson by having students explain how specific events are related to one another as well as to the Declaration of Independence.

This lesson is one of a large collection of similar activities in which students engage with historical documents. Teachers can register with the website for free and create their own activities using a large searchable database of primary and secondary sources.

Topic
Pre-American Revolution, Cause and Effect
Time Estimate
1 Class Session (or less)
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
Limited, but a brief explanation and some background information are included with each document.

Rubric_Content_Read_Write

Yes
In addition to reading the documents, students are required to write a brief essay explaining how the documents fit together at the end of the lesson.

Rubric_Analytical_Construct_Interpretations

No
Students put events in chronological order using provided materials.

Rubric_Analytical_Close_Reading_Sourcing

No

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
While background information is provided for each document, handwriting in some of the documents may be difficult for students to decipher. Teachers probably want to let students know ahead of time what sort of information they should look for in each document.

Rubric_Structure_Assessment

Yes
If the activity is completed on the website, the teacher may opt to receive an email for each student with the student’s written response, and a report of the student’s accuracy in placing the events in order.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Propaganda and World War II

Teaser

Help students understand wartime propaganda with this excellent lesson plan.

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Description

Students compare World War II propaganda posters from several countries and then choose one of several writing assignments to demonstrate what they’ve learned.

Article Body

In this lesson from HERB—a website produced by the American Social History Project/Center for Media and Learning—students learn how to examine posters as primary sources and work with them to write essays. In addition to a collection of wartime propaganda posters, the site includes a brief essay providing historical context, as well as a well-designed “propaganda poster analysis worksheet” that students can use to explore the meaning of each document.

After work in small groups that includes each student analyzing a poster, students demonstrate their understanding through different kinds of writing assignments. These range from considering the historical time and events the poster sits within, to comparing two posters, to fiction writing.

The strength of this lesson is the collection of documents it brings together. Posters from the United States, Great Britain, Nazi Germany, and the Soviet Union give students insight into the propaganda machines operating in each country during the Second World War. Because each document is visual in nature, it is a good lesson for struggling readers and English Language Learners. The group structure is also a strength as students have the opportunity to analyze a single poster, but also to look for patterns across several posters.

The HERB website can be navigated several different ways: by collection, by historical era, or by approximately 70 different teaching activities.

Topic
World War II
Time Estimate
Variable
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A brief historical background to U.S. propaganda during the period is provided, but additional background may be necessary for teachers to feel fully prepared.

Rubric_Content_Read_Write

Yes
Students show their understanding through writing.

Rubric_Analytical_Construct_Interpretations

Yes
Requires close reading and attention to source information?

Rubric_Analytical_Close_Reading_Sourcing

Yes
The poster analysis worksheet is an essential tool.

Rubric_Scaffolding_Appropriate

Yes
Because the sources are visual, they are useful for a number of audiences.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

Rubric_Structure_Assessment

This is partly dependent upon the choice of writing assignment. No criteria are included.

Rubric_Structure_Realistic

Yes
Directions are brief and clear. Teachers must design necessary supports for own writing assignments.

Rubric_Structure_Learning_Goals

Yes

Puerto Rico Encyclopedia/Enciclopedia de Puerto Rico

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Annotation

Visitors to this site will find more than 1,000 images and dozens of videos about the history and culture of Puerto Rico. The work of dozens of scholars and contributors, the Puerto Rico Encyclopedia reflects the diverse nature of the island: a U.S. territory, a key location for trade in the Caribbean, a Spanish-speaking entity with its own distinct culture, and a part of a larger Atlantic world. Funded by an endowment from the National Endowment for the Humanities and the Fundación Angel Ramos, the site is a key product from the Fundación Puertorriqueña de las Humanidades. It provides users with all content in both English and Spanish. Educators will find the site easy to navigate and conveniently categorized by themes; within each topic, appropriate subtopics provide an in-depth examination of Puerto Rican culture and history. Of particular interest to U.S. History teachers are the images and information found under History and Archeology. Here, teachers and students can explore a chronological narrative of the island's history and role at specific moments in U.S. and Atlantic history. Other sections worth exploring are Archeology (for its focus on Native American culture), Puerto Rican Diaspora (for its look at Puerto Ricans in the U.S.), and Government (for a detailed history on Puerto Rico's unique status as a free and associated US territory). Educators in other social science courses will also find valuable information related to music, population, health, education, and local government. In all, 15 sections and 71 subsections provide a thorough examination of Puerto Rico. The Puerto Rico Encyclopedia's bilingual presentation also makes it a good site for integrating Hispanic culture into the U.S. History curriculum, as well as helping to bridge curriculum for English Language Learners (ELLs) in the classroom.

FDR's Second Inaugural Address

Video Overview

David Kennedy questions Franklin D. Roosevelt's second inaugural address. What, he asks, were FDR's intentions in making his speech? What are the key lines that reveal his intentions? What changes did he make to U.S. politics and society, and were they in keeping with the ideas in this speech?

Video Clip Name
Kennedy1.mov
Kennedy2.mov
Kennedy3.mov
Video Clip Title
The Document
What is FDR doing?
FDR as Visionary
Video Clip Duration
4:06
2:29
3:30
Transcript Text

Well, the document that I have here in front of me is a copy of Franklin Roosevelt’s second inaugural address—delivered in January 1937; and it happens to be the first presidential inauguration that took place in January. Since George Washington’s time down to the '30s inaugurations happened in March and that was changed to January, so that’s a kind of historical factoid that gives this a little bit of interest. But this document, as much as any single document can, reminds us of what the New Deal was all about, what its relationship to the Great Depression of the 1930s was, and what its implications were for this society going forward. And I think as much as any single document can reveal, it shows us what Franklin Roosevelt’s deepest intentions were, what his highest priorities were, what his agenda was in the period of the 1930s.

So this is 1937. He’d come to power—come to the presidency three years earlier in 1933, when the unemployment rate was 25%—the most god-awful economic crisis that ever struck this society. Here he is being re-inaugurated for a second term four years later. Quite obviously and not surprisingly, as any president would do under the circumstances, he's bragging a bit about the things he accomplished during his first term; drawing the contrast between how bad things were when he took office and how much better they are now. He goes through a little bit of a list of the specific things that are better: unemployment is down and gross national product is up and so on and so forth. Then he says, kind of summarily, he said, “Our progress out of the Depression is obvious.” That’s the kind of summary statement of what he’s talking about. And he says again, further on the same note, he says, “We have come far from the days of stagnation and despair.”

Now so far this is standard presidential boilerplate on any situation, who wouldn’t—under the circumstances—pat himself on the back for the things he’s accomplished in the preceding four years. But then he says something absolutely extraordinary in the annals of presidential addresses, especially inaugural addresses. It’s a sentence that when I first read it just leapt off the page at me for its surprising quality and for its explanatory quality. After having just gone through this little recital of how things are better now than they were, he says, “Such symptoms of prosperity may become portents of disaster.” Now wait a minute, what’s he saying? Prosperity’s returning, we’re better off, the Depression is lifting, we’re going ahead on a much more confident basis than we were; but this—these “symptoms of prosperity may become portents of disaster.” The sentence doesn’t explain itself, you really have to know what the context was and know something about Roosevelt’s ultimate intentions, and ultimately the consequences of what he tried to accomplish and did accomplish in the 1930s.

That single sentence—"such symptoms of prosperity may become portents of disaster"—is such a shock and such a surprise. If you read it all carefully you realize, why would he say that at the moment of his own greatest self-congratulation upon being reelected/reinaugurated? So I think if you can get students to focus on that sentence: Why would a president in that moment in that particular circumstance say such a thing? What could be on his mind that he would so apparently undercut his own agenda on this occasion? I think what explains it—where the answer lies is in that immediately subsequent passage about the third of the nation. So there’s a way to connect something that’s quite surprising about "prosperity is a portent of disaster" with something that is maybe a little bit familiar, which is the "I see one third of the nation ill-housed, ill-clad, and ill-nourished." So you can put those two together and I think it’s a very effective teaching combination.

When I teach this document, I usually asking the class—before I’ve asked them to read the whole document—I ask them if they’ve heard the phrase “I see one third of the nation ill-housed, ill-clad, and ill-nourished.” As time goes by, I suppose, fewer students have ever heard it at all, but most of them usually have had—it’s got some echo in their brains someplace, they’ve heard it or a version of it someplace or other.

So then I explain this is a speech that Roosevelt gave in the midst of the Great Depression, what do you think he was talking about? Again, not without reason, most students will say, “Well, he’s talking about all those people who are unemployed and having such hard times during the Depression.” And I say, “Well, fair enough, but now let's read the rest of the speech and see what he’s really talking about.” Then when they hit that sentence, if I give them the space and if I tee them up properly, that when they get to that sentence—“Such symptoms of prosperity may become portents of disaster”—that does bring them up short. They say, “Wait, what’s he talking about here? How could any president undercut his own self-congratulation for the return of prosperity?” I make the point that what follows this is this lyrical litany about the one third of the nation, and that’s his real objective. This goes to a deeper point, it seems to me, and it goes to the point of putting to rest that idea that the New Deal was just whatever Roosevelt threw at the wall, whatever stuck became the New Deal.

I believe, and I think this document goes along way to making the case, that Roosevelt had a vision, and it’s proper to call him a visionary. In fact, in my reading of the evidence he had this vision before the Depression ever happened. You can see this in his private correspondence in the 1920s [and] in his prior political career, that the major thing he wanted to accomplish if he ever got the chance was to make American society more secure, less risky, and more inclusive. To bring more people into the mainstream of American life and to reduce elements of risk that perpetually over the previous century had brought people into the mainstream and then ejected them from it again. Life was unstable for so many people, for millions of people. That’s what he wanted to change, and the New Deal put in place a series of structural reforms that accomplished a lot of that objective.

[The New Deal put in place a series of structural reforms that accomplished a lot of that objective.] The Federal Deposit Insurance Corporation—which gave federal guarantees to bank deposits—at a stroke ended the century-old or more practice of panicked runs on banks when times got tough. Banks failed—between 1931 and 1933, over 5,000 banks failed in this country. Between 1933 and the end of the 20th century, probably fewer than 500 banks failed, I don’t know the exact number but in that order of magnitude. Why? Because the FDIC imparted a measure of stability, predictability, risk reduction to banking. Glass-Steagall Act, which is actually where the FDIC legislation is embedded as well, separated investment from commercial banking. It made the day-to-day operations that the average citizen dealt with a different beast from the big investment banking houses like Goldman Sachs and Lehmans Brothers and so on and so on. Which for a long time, until the opening years of the 20th [21st] century, protected the core banking system from the speculative and risky activities that go on in the investment banking business.

The Home-Owners Loan Corporation, which became the Federal Housing Authority, created a system of private insurance overseen by the federal government that stabilized mortgage lending and made that a lot less risky. Its that structural reform which actually built suburbia and built the Sun Belt in the decades after World War II because mortgage money was so much more available than it had been earlier. It [also] changed the terms on which people could buy homes—it changed them drastically. So we went from a society in which only about 40% of citizens owned their own homes as the Great Depression opened, to a society in which about 60% of Americans owned their own homes by 1960. So it didn’t take, it took about a generation for this to work its effects.

The Securities and Exchange Commission is another New Deal era reform that brought a measure of transparency and open information/accessible information into stock market trading. Again, that did a lot to dampen—not eliminate entirely—but to dampen a lot of the speculative fevers that had driven Wall Street up and down and sidewise over the preceding century. So its no accident, it’s absolutely no accident, that in the 70 years or so after the New Deal this society saw no economic crisis even remotely approaching the scale, volatility, and explosive character of the Great Depression of the '30s.

The Great Depression of the '30s is a unique event, and it’s a singular event in its severity, but it’s in a family of events that go back into the 1830s; there’s centuries worth of these kinds of severe economic shocks to the system. The New Deal put a very substantial end to that for the remainder of the 20th century at least. That was not an accident, that was part of a conscious design on Roosevelt’s part to remake the society, bring new institutions into being, reduce risk, bring elements of security into the lives of millions of citizens and institutions and economic sectors like banking, investing, and so on. That didn’t just happen; it was part of a conscious political program. And it seems to me this speech, this second inaugural address, is about as succinct and pointed a piece of documentary evidence that you can find that makes that case.

All of these things were part of a very coherent, unified program to make life less risky. It was—it became less risky for millions upon millions of people in the two or three generations following the 1930s. So we see here a glimpse, you might say, into Roosevelt’s deepest ideological agenda when he tells us prosperity might be a portent of disaster because his reform agenda is not yet accomplished.

The U.S. House of Representatives Remembers September 11

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“Due to the Circumstances of Today”: The U.S. House of Representatives Remembers September 11, 2001 brings together a series of interviews conducted by the Office of the House Historian to commemorate the 10th anniversary of the September 11, 2001 terrorist attacks. A project of the U.S. House of Representatives Oral History Program, it features the recollections of former Representatives, House officials and employees, and select eyewitnesses to the event.

The great strength of the website is its extensive collection of video and audio sources. Sources are divided into four sections that explore the events of September 11, American reaction and response, efforts to improve security and safety, and the lingering impact of the attacks. Such materials, extensive as they are, would make for an excellent set of sources for a research project.

The site also features a seven and a half minute long video narrative that draws on clips from oral history resources, as well as a dozen images and artifacts. Finally, the site offers a link to a series of historical highlights on the website of the Office of the Clerk of the U.S. House of Representatives. Each highlight is accompanied by a brief synopsis and a “teaching tip.”