Cross-checking Sources and Testing Hypotheses

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In this 107-second video clip, we see a high school student checking his ideas against the available evidence. In reading a leaflet from the civil rights movement, he encounters a name from a previous document and assumes that she is a white civic leader. The second document, however, raises questions for him about the woman's position. Flipping back and forth between sources, he comes to a reasoned conclusion about who Jo Ann Robinson is and develops a more nuanced understanding of what the civil rights movement was like. The accompanying written commentary points out the clues that the student uses to inform his reading. Find the documents the student reads here (see "Robinson" and "Leaflet").

Homicide in Chicago 1870-1930

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Photo, Police Captain Max Nootbaar, Jul. 21, 1914, Chicago Daily News
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Post-Civil-War industrialization and urbanization put new stresses on American law and society. Criminal records reveal the circumstances where social strain boiled over into violence and unrest. Using this website, visitors can search the complete Chicago Police Department Homicide Record Index from 1870 to 1930, detailing more than 11,000 homicides, and read and watch accompanying contextual material that explores tensions between laborers, industry leaders, political ideologies, social reformers, organized crime, and more.

The core of the site is the "Interactive Database." Here, visitors can search cases using keyword, case number, date, circumstances (accident, manslaughter, homicide, number of victims, number of defendants, method of killing, involvement of alcohol), details about the victim and defendant (age, gender, race, occupation), victim/defendant relationship, and legal outcome. Searches return one-line case summaries including the date, names of people involved, case number, a description of the crime, and legal outcome. Clicking on a result brings up details on the particular crime: time, location, type of death/homicide and details of homicide, details on the victim(s) and defendant(s), police involvement, and legal outcome.

Contextualizing primary and secondary sources frame this bare-bones information. A timeline features a summary of one major event and up to five photographs for every year. "Historical Context" currently offers a second timeline highlighting links to up to 17 notable cases for each year and a section on children's lives in the city, with nine newspaper articles on child labor and obituaries for activist Florence Kelley and lawyer Levy Mayer. (Sections on labor and reform movements and people and events did not work at the time of this review.) In "Legal Content," visitors can read short essays on topics related to Chicago criminal and social history, including capital punishment, anti-corruption campaigns, the Chicago Police Department, judges, lawyers, criminology, prostitution, gambling, murder-suicides, and accidents. Each essay links to related cases and onsite and off-site documents. "Legal Content" also hosts 16 downloadable acts and statutes under "The Laws."

"Crimes of the Century" organizes links to related cases under 23 topics, including the 1919 Chicago race riot and the Haymarket Affair. "Publications," the most valuable part of the site for teachers looking for primary sources, archives the full text of 15 primary and secondary documents related to Chicago crime and social change. Here users can download in PDF form modern studies on the death penalty, crime and policing in Chicago, and the Haymarket Affair, or download primary sources such as law codes and crime reports, the Hull House Maps and Papers, Chicago Daily News articles exposing graft and corruption, 19th-century studies of Chicago's homeless, and contemporary commentary on the Haymarket Affair. Finally, visitors can watch 18 interviews with present-day professors, judges, and lawyers in "Videos."

Though difficult to navigate, this site has rich resources to help students and teachers explore the challenges of change at the turn of the century.

ExplorePAhistory

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Image of Native American tribal chief
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ExplorePAhistory offers teachers a wide variety of educational resources for incorporating Pennsylvanian history into the U.S. history classroom. The site is divided into three main sections: Stories from PA History, Visit PA Regions, and Teach PA History. Educators will find the first and third sections particularly useful for designing lesson plans. In the Stories section, 34 thematic sections trace the history of the Keystone State. The Teach section also offer over 100 lesson plans that can be searched by historical period, subject, grade level, and discipline, or by keywords.

Teachers should not discount the VisitPA section of the site. Although designed as a way to attract tourists to the state, the regional subsections provide educators particular stories and featured markers that provide depth to Pennsylvania history.

ExplorePAhistory's simplicity and teacher-centered resources makes it a useful site for exploring U.S. history through the history of one of America’s oldest and most influential states.

ExplorePAhistory is a collaborative project between the Pennsylvania Historical and Museum Commission, the U.S. Department of Education, Pennsylvania Public Television Network, the William Penn Foundation, and several state agencies. Additionally, the project’s education materials are a product from a Teaching American History (TAH) grant with Ridgeway School District and history professionals across the state.

The Thomas Jefferson Building: Secret Messages

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In the Library of Congress online interactive The Thomas Jefferson Building: Secret Messages, students explore four locations in the oldest of the library's buildings. Built between 1890 and 1897, the Thomas Jefferson Building features art and architectural details that help communicate the building's purpose to visitors. Students discover details in each of the four locations and decide which of four themes they best symbolize: celebrating achievement, providing access to knowledge, inspiring creativity, and promoting progress and discovery. At the end of the activity, students choose from all of the details the one they thought best conveyed its theme, and describe a modern symbol they might use to convey the same idea. A brief Teacher Resources page suggests ways of incorporating the activity into curriculum, and a blog entry offers more ideas.

Buildings are a living record of human interaction with place. This interactive encourages students to analyze buildings as primary sources and consider the intent behind architectural details.

Performance Assessments Requiring Historical Analysis

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Silkscreen, "For greater knowledge. . . ," Federal Art Project, 1940, LoC
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A group of schools are working on common performance assessments, defined as a question requiring a written response in which the student must apply skills of historical analysis to answer the question. (i.e. More than directed writing response.) We are looking for exemplars of such items. Can you direct us to some?

Answer

A great place to start is Oakland Unified's History and Social Studies page, specifically the left column on the page. The site offers historical questions with assessments and support materials designed to improve historical reading, writing, and thinking. Examples available were designed for the 8th and 11th grades, but the concepts can be applied to any age group.

Another place to look for performance assessments that focus on historical analysis is the College Board's website. Their "Sample Questions and Scoring Guidelines" page has free response questions—"Document Based Questions"—and scoring guidelines dating back for the past several AP US History exams.

The thematic essay from the New York Regents exam is also worth a look. It's a good example of a written assessment that asks students to apply the skills of historical analysis, and the "United States History and Government" page has tests from the past several years. The page includes a scoring key and rating guide that specifically looks at the thematic essay, and which includes a wide selection of student responses.

. . . a number of lessons available online, which include evaluation rubrics and examples of student work.

Benchmarks of Historical Thinking, a Canadian website, is also a good resource. They have a number of lessons available online, which include evaluation rubrics and examples of student work. This example, for instance, is an assignment that asks students to write a letter to a Holocaust survivor and includes attachments, such as the task description at the bottom of the page.

Historical Thinking Matters also has tasks and examples of student work. Their "Teacher Materials and Strategies" page gives you access to four thematic topics, each of which has examples of student responses to historical prompts that ask them to use primary sources as evidence. Two examples of student work for each topic, like this essay and this essay about the Spanish-American War, or like this essay and this essay about the Scopes trial, are also useful tools.

UPDATE (Oct. 26, 2012): Be sure to check out the Stanford History Education Group's Beyond the Bubble, a user-friendly site where you can find shorter assessments, interactive rubrics, examples of student work, and a video about how to construct your own.

Film Review: The Alamo

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photography, Alamo Defenders at Rest, 15 March 2010, Alan Butler, Flickr CC
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A funny—or not so funny—thing happened on the way to making what was conceived as a historically complex version of the Alamo's story: 9/11. Though the Walt Disney Company had agreed to make The Alamo at least two years before the World Trade Center fell, the film was reconceived in the year after that event. By the summer of 2002, The Alamo had lost its director (Ron Howard) and its star (Russell Crowe), and the screenplay by John Sayles was undergoing a major rewrite. Howard was replaced by John Lee Hancock, Crowe was replaced by Dennis Quaid, and Sayles's screenplay was rewritten by a team of script doctors. The 2004 release of The Alamo culminated what had been a long and public struggle to make this film.

Howard's expressed interest was based on his desire to correct the historical inaccuracies found in the John Wayne-directed The Alamo (1960), a creature of the Cold War and Wayne's rightist politics. In addition, Howard was intrigued by the complexities of ethnic conflict and the issues of U.S. expansion that the Alamo story presented. Said Howard upon leaving the project, “I realized that there was a disconnect between the studio and I as to how the film should be approached.” The completed version of the film retains vestiges of Howard's vision, but they are largely submerged within a film that was built by committee in a post-9/11 United States.

For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause.

The battle of the Alamo as a historical event, like Custer's Last Stand, the attack on Pearl Harbor, and now 9/11, stands as one of the galvanizing events in the narrative of U.S. history, providing a tale of tragic commitment to the cause of U.S. nationalism. Ideally, the story would lead to the redemptive annihilation of those who had killed these tragic heroes. Richard Slotkin's broad concept of “regeneration through violence” and his more focused discussion of the cultural significance of Custer's Last Stand in his study The Fatal Environment: The Myth of the Frontier in the Age of Industrialization, 1800–1890 (1985) help us see the cultural work that this film attempts to do and the way it fuses residual myth and contemporary events. For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause. Apparently Howard was at least going to mitigate that mythology. The film as released embraces it, though in a somewhat diffuse way.

The Alamo begins with ground-level shots of the courtyard of the Alamo mission and the plains outside the walls that show the carnage of the siege of the mission, providing an image that triggers memories of the events of September 2001. The film then jump-cuts to a title informing us that we are now in Washington, DC, one year earlier, in 1835. We see Sam Houston (Dennis Quaid) at a ball attempting to interest investors in Texas lands and Davy Crockett (Billy Bob Thornton) somewhat sheepishly attending a play that embellishes his life and legend. In these scenes we can see the intention of Howard and his crew to demystify the legends of Houston and Crockett. Houston is primarily an entrepreneur, and one with a drinking problem, and Crockett a creature intrigued by the contours of his own legend. But in the film as made, we subsequently see how circumstances have remade these worldly men into heroes (though Thornton's Crockett is somewhat abashed by the dimensions of his own fame, a perspective that makes this Crockett a far more humble and complex figure than he was in the Disney television series of the 1950s or in the Wayne film).

But what is missing is…a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans…

As history, The Alamo looks accurate, and, indeed, we find that San Antonio de Béxar was carefully re-created with little sparing of expense (the film cost $95 million to make) and with the able assistance of the Alamo historian and curator, Richard Bruce Winders, and Stephen L. Hardin, a historian at Victoria College in Victoria, TX. But what is missing is similar to what is absent from the Wayne movie: a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans from the eastern United States in the 1830s and 1840s. If we include this larger tale, we can perhaps get a feel for the broader perspective that initially generated interest in the project.

Andrew Jackson's policy of removing indigenous peoples from east of the Mississippi River to the West relied on the United States' domain over those western lands. Although Texas was not a part of the land that Jackson had dedicated to the tribes displaced from the East, it did abut them. Further, Texas had become a more and more tempting piece of western land after Mexico became independent of Spain in 1821. Mexico lacked economic resources, a strong central government, and a clear sense of national identity. The relative weakness of the nation to the south made annexation of its lands quite attractive. That the Mexican government had encouraged Anglo settlement further tempted entrepreneurs and manifest destinarians alike.

Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820. As a state south of the southern border of Missouri, its entry into the Union would make it a slave state, and, indeed, its various settlers had mostly come from the South, some bringing slaves. The issue of slavery would remain a matter of debate both in defining the region as part of the United States and in exacerbating the conflict with Mexico over domain. And while the film does introduce the question of where the loyalties of its two characters who are enslaved should lie—with the antislavery Mexicans or the proslavery Anglos—the broader issue of slavery in Texas is largely elided.

Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820.

Similarly, there is a Hispanic character, Juan Seguin (Jordi Mollà), who has a secondary role in the film and whose status as a Mexican who supports the Anglos is clearly significant. But there is little fleshing out of the character or his reasons, elements that might have added historical complexity to the narrative. Historically, Seguin was a civic leader in the Béxar region who supported the independence movement in 1835 and 1836 and led a militia of around a hundred men. This placed him among a minority of Mexicans who supported the independence movement because of their opposition to federalism and support of local rule. However, by 1837 almost no non-Anglos remained loyal to the Republic of Texas, as the racist practices of its leaders and partisans had reduced all Mexicans to a subordinate political and social status.

The film ends with the redemptive Battle of San Jacinto, as the Anglo forces are led to victory by Sam Houston, thus closing our narrative. The final scene cuts from the mass killing fields of San Jacinto, featuring dead Mexican soldiers as far as the eye can see, to the iconic figure of Davy Crockett fiddling on the wall of the Alamo. The carnage at San Jacinto redresses the slaughter at the Alamo and is all the more significant for its delivering Texas from the clutches of the tyrannical Mexican general Antonio López de Santa Anna. The vanquishing of the barbaric and morally suspect—evil—Mexican leader brings into being the Texas republic. In contemporary terms, such a conclusion is oddly resonant as national leaders attempt to show how delivering Iraq from the clutches of the tyrannical Saddam Hussein—and the imposition of “democracy” in that nation—will avenge the attacks of 9/11. On March 2, 2005, Republican congressman Ted Poe from the district that includes the Alamo spelled out the connection:

On this day, 169 years ago, Texas declared its independence from Mexico and its dictator, Santa Anna, the 19th-century Saddam Hussein. . . Freedom has a cost. It always does. It always will. And as we pause to remember those who lost their lives so that Texas could be a free Nation, we cannot forget those Americans that are currently fighting in lands across the seas for the United States’ continued freedom and liberty today.

Bibliography

This review was first published in the Journal of American History, 92 (3) (2005): 1086–1088. Reprinted with permission from the Organization of American Historians (OAH).

Bracero History Archive

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Bracero History Archive

The Bracero History Archive—a collaborative project of George Mason University, the Smithsonian, Brown University, and the University of Texas, El Paso—is an online collection of resources that documents the Bracero program, a guest worker initiative where millions of Mexicans came to work in American agriculture during the mid-20th century.

Resources on Native American History

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Photo, Woman from Plains with baby, c. 1901, Library of Congress
Question

I teach Native American history/studies. . . It is difficult finding curriculum and good lessons for these subjects. I would really like to find a good text book but have not been able to. . . [A]ny ideas or suggestions would be helpful. . .

Answer

There are several textbook-y resources available that we like. Consider the readers in the Bedford Series in History and Culture. Three of these paperback readers address Native American history, including The Cherokee Removal and The World Turned Upside Down: Indian Voices from Early America. Each of the readers begins with an introductory essay that provides an overview narrative of the topic and its historiographical context. Following this essay are selected primary and secondary sources accompanied by orienting background information. Depending on the ages and abilities of your students, these readers can serve as a resource for creating source-based activities and lectures, or for older and more capable students, they can be a kind of textbook. However, be forewarned, if you are working with younger students, you will likely need to further excerpt and prepare many of the provided sources.

For a lengthier survey textbook that is popular and worth investigating, try First Peoples by Colin G. Calloway. Also consider the documentary series, We Shall Remain, a recent entry in the excellent PBS series, The American Experience. You can find teaching activities and full episodes on the series’ companion website. Also see this blog for links related to this series. All of these resources can help you craft lessons that emphasize both the diversity of Native Americans and the fact that they are still with us today—two ideas that challenge many students’ misconceptions about this topic.

Building a Class on Native American History

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Photo, "2005 Powwow," Kristine Brumley, Smithsonian Institution, Flickr Commons
Question

I would like to develop an elective for teaching Native American history. I am looking for a class on teaching Native American history. If you could let me know of any classes, books, or other ancillary materials I would appreciate it very much.

Answer

The National Museum of the American Indian in Washington, DC offers a variety of resources about American Indian history including workshops for teachers.

For resources you can use with students, see our response to a teacher who asked about classroom resources for teaching a Native American history course.

We also recommend contacting local tribes and organizations directly to see what resources they recommend that you use to learn about their history. Below are some organizations you might consider:

We also recommend contacting local tribes and organizations directly to see what resources they recommend that you use to learn about their history.

In Connecticut, the Mashantucket Pequot Museum & Research Center provides a wealth of resources. They offer professional development to teachers as well. The center also offers workshops on how to evaluate books and other materials about Native Americans and have several educational programs for students based on the Connecticut Curriculum framework. The center designs workshops based on teacher interest as well. The Mashantucket Pequot Museum & Research Center provides a recommended reading list and a research library.

If you will be in Minnesota for the summer you may want to check out the American Indian Policy Center in St. Paul and The Minnesota Indian Affairs Council. These organizations offer resources, and can most likely direct you to additional educational resources.

You can search the NHEC site for relevant local museums, websites, and professional development opportunities. If you have not done so already, remember to also check the course offerings at your local colleges.