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.

Television News of the Civil Rights Era

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Image for Television News of the Civil Rights Era
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In the 1950s and 1960s, the Civil Rights Movement was covered on news stations around the country. This website provides 230 of these video clips from two local television stations in Roanoke, Virginia. Clips feature both national events, such as the speeches of Martin Luther King, Jr. and John F. Kennedy, as well as footage of local school desegregation, protests, and interviews on the street.

Accompanying this footage are 14 oral histories (several from Virginians with firsthand knowledge of the Prince Edward Public Schools closing), and 23 documents that chronicle the official development of Massive Resistance in Virginia, in particularly the involvement of Senator Harry F. Byrd. "Essays and Interpretation" provides important historical context and analysis, with detailed pieces on "Virginia's Massive Resistance to School Desegregation" and the development of television news coverage of the Civil Rights Movement in Virginia and Mississippi.

Mexican-American War and the Media

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These more than 5,500 transcribed newspaper articles related to the Mexican-American War represent five newspapers from the U.S. and England. They span the period from 1845, when the U.S. annexed Texas, through 1848, when Mexico surrendered and the Treaty of Guadalupe Hidalgo was signed.

The contrast between coverage of the war in the U.S. and England is particularly striking. The Times of London fulminated against the immorality of slavery and of the southern scheme to annex Texas as a slave state, while exposing America's imperialist ambitions as, among other things, an attempt to shore up the nation's fragile stability through the escape valve of western migration. By contrast, newspapers from Maryland and West Virginia did not examine the issue of slavery in the articles included here.

Some images and links to watercolor and print collections are also available. The website provides a comprehensive bibliography on the war, but offers little historical background or contextualization beyond links to related materials and an expanded timeline.

20th-century Jewish Immigration

Question

How is Jewish immigration generalized by textbooks?

Textbook Excerpt

Some textbook narratives point out large, well-known anti-Semitic groups but fail to examine in detail acts of violence against religious and cultural minorities or the acts those groups took to combat the virulent, unapologetic anti-Semitism.

Source Excerpt

A shared wellspring of religious and cultural traditions helped keep even the most contentious elements of the American Jewish community intertwined in some ways. For example, the 1910 Protocol of Peace was negotiated and signed by Jewish communal leaders and lawyers who represented both Jewish garment manufacturers and factory owners, and Jewish workers and labor activists.

Historian Excerpt

American Jewish history provides a test case for the question of how different the experiences of the “old” and “new” immigrants actually were, with a growing number of historians convinced that the period between 1820 and 1924 should more properly be seen as a continuous century of American Jewish migration that saw more structural similarities than discontinuities.

Abstract

All textbooks cover the great wave of immigration that brought approximately 25 million people to America from 1880–1924. They provide a standard account of chain migration, ethnic urban neighborhoods, the Americanization movement, and the successful campaigns for restrictive immigration legislation. Eastern European Jews are often cited as examples of the new religious groups entering the U.S., as frequent participants in the labor activism that characterized industrial development, and as significant contributors to popular American culture, especially through music and movies. Several other significant elements of the Jewish immigrant experience receive little attention, but a closer look sheds light on the complicated turn-of-the-century immigration to America.

Jewish Immigration to the United States

Coal and the Industrial Revolution

Question

How can the story of coal help students understand the nature of today's fossil-fueled world?

Textbook Excerpt

Most textbooks explain the phenomenal growth of the American economy during the industrial revolution by some combination of immigration, urbanization, the rise of mass production, the inventiveness of great scientists, the development of extensive infrastructure, the rise of corporations, government subsidies, the "laissez-faire" legal environment, and the bounty of America's natural resources.

Source Excerpt

Sources reveal a society suffering from growing pains, with environmental and human rights concerns not yet keeping pace with the huge demand for raw coal and power to support rapidly expanding systems of infrastructure and industry. A nationwide dependency on mining sprang up unplanned, at the root of many of the changes in the U.S.'s culture and economy.

Historian Excerpt

Historians also treat economic growth during the industrial revolution as the product of many factors, but some seek out explanations and track changes beyond the few tidy categories laid out in textbooks. How, for instance, did the U.S. transition to coal power, and how was that transition both driving and driven by urbanization, mechanization, and a growing infrastructure? What effect did it have on the environment and living conditions?

Abstract

Why did the American economy take off in the late 19th century? What were the consequences of the nation's industrial ascendancy? Textbook treatments of what some historians call the "second industrial revolution"—the period of rapid and tumultuous economic expansion that stretched from the 1860s into the 1900s—can seem superficial and unsatisfying in comparison to neighboring sections on social change, political conflict, and cultural ferment. A better understanding of the story of coal, too often ignored by textbook authors, can provide students with important understandings about the nature of today's fossil-fueled world.

Flint Sit-Down Strike

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Photo, Genora Johnson with a very..., c. 1936-1937, Flint Sit-Down Strike
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This rich, multimedia resource provides an introduction to "the greatest strike in American history." The six-week occupation of the General Motors plant at Flint, Michigan, in 1936–37, was led by the recently-formed United Auto Workers. Using the new tactic of remaining in the plant rather than picketing outside, the strikers stopped production and won many demands.

The site begins with a short introductory essay and a small bibliography and webography. The three main sections—organization, strike, and aftermath—provide nearly 100 audio interviews recorded between 1978 and 1984 with former strikers recalling work conditions prior to the strike, experiences during the sit-in, the hostile reaction of Flint residents, the role of the Women's Auxiliary, and conditions following the strike. Each section includes a narrative essay. In addition the site presents slideshows, an audio timeline, and a Flash-generated strike map with textual and audio links.

Veterans, Oral History, and the Library of Congress

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An oral history project with veterans is a great way to involve students in family, community, national, and global history. And it's a useful methodology for teaching how to work with historical evidence.

Far more than simple question and answer sessions, oral history is actually a systematized, disciplined effort to record, preserve, and interpret memories of historical significance. It helps students find out about the past, and encourages them to ask critical questions about who tells the story and how it's told. Good oral history projects require research into primary and secondary sources; they exercise planning and interpretive skills; and they ask students to unite mega and micro narratives. Kindergarten pupils can do it, and so can AP history students with learner-appropriate requirements for exercising historical thinking skills—it's an activity adaptable across the curriculum and across grade levels.

Veterans History Project at the Library of Congress

The Library of Congress helps bring oral history into the curriculum through the Veterans History Project (VHP), a massive and accessible example of the power of personal narrative. Created in 2000, the VHP collects and preserves the remembrances of American war veterans and civilian workers who supported them from World War I through today's Afghanistan and Iraq conflicts. These collections of firsthand accounts are archived in the American Folklife Center at the Library of Congress.

The Library of Congress Veteran's History Project is a powerful instructional tool.

Not all collections are digitized, but photos, documents, artifacts, and video or audio-recorded interviews (with transcripts) accompany each individual story that is online. Listen to a 50-minute interview and view 39 photographs from Corporal Frank Aceves, a Vietnam War veteran; visit the section Women at War to hear from the first woman Brigadier General in the U.S. Air Force; or check out stories from Buffalo Soldiers, members of only a handful of African American units allowed to serve in combat during World War II.

The Veterans History Project encourages high school students to consider adding to their archives, and they provide specific, detailed information about how to do so from planning through submission.

If you're thinking about developing materials in your own classroom to submit to the Library of Congress Veterans History Project, follow the Wiki Know-How Guide from Eastern Lebanon County High School. This wiki includes step-by-step directions and student work pages as well as examples of students' final projects.

The VHP and the History Channel joined forces to help teach about veterans.

In 2009, the History Channel, together with the Veterans History Project hosted a National Teach-in on Veterans History. The archived hour-long broadcast from the Library of Congress is available online.

The History Channel encourages students and teachers to engage with veterans through Take a Veteran to School Day and the project comes complete with Teacher Resources, from setting up the project to asking questions to sending follow-up thank you notes.

Take a Veteran to School Day is for all grade levels. The online video resources about Veterans Day are most useful from upper elementary through high school, and their materials also include PDFs of primary sources, how-to-do oral histories, and Spanish-language guides.

At the Clearinghouse

Making Sense of Oral History in the Clearinghouse under Best Practices is an excellent guide with examples for teachers and for advanced history students about how to create and interpret oral history interviews.

Reconstruction

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Donald L. Miller and Waldo E. Martin, Jr. follow the Civil War from after the Battle of Vicksburg to its conclusion and into Reconstruction, from 1863 to 1875. The presentation looks at the Battle of Gettysburg and the Gettysburg Address; Lincoln's reelection and assassination; Reconstruction challenges and policies, including the expectations of the newly freed slaves; the presidencies of Andrew Jackson and Ulysses S. Grant; and the reemergence of white supremacy and racial violence in the South.

African-American Perspectives: Pamphlets from 1818-1907

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Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
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Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

The Early Conservation Movement

Question

Was it successful for everyone?

Textbook Excerpt

Most begin by describing how industrialization marred the environment and wasted natural resources. They then describe how President Theodore Roosevelt secured new laws that gave the federal government power to curb environmental abuses and manage natural resources.

Source Excerpt

Sources show how conservation laws designed to protect wasteful and damaging uses of natural resources created entirely new categories of crime. They redefine traditional “pioneering” activities such as carving farmland out of the public domain, building log cabins, and hunting animals for food as the crimes of squatting, timber theft, and poaching. They also reveal how conserving Yosemite and the Grand Canyon for public enjoyment carried significant costs for Native Americans who called these places home.

Historian Excerpt

Historians describe the conservation movement as significantly more diverse, both geographically and politically, than textbook accounts suggest. They tend to emphasize the movement’s strong ties to the larger Progressive movement, explore conservation’s national scope, and highlight the work of local grassroots leaders. Historians have also emphasized the significant human costs and unintended environmental consequences of key conservation policies.

Abstract

Textbooks celebrate the conservation movement as an unalloyed success: New forestry laws prevented widespread clear-cutting, erosion, and fires. Game preservation laws protected wildlife from overhunting. Reclamation laws reformed the haphazard use of scarce water resources in the American West, enabling agricultural expansion. Preservation laws protected areas of scenic beauty from privatization and tacky commercial development. Yet historians have depicted the conservation movement much more broadly—and have assessed its legacy more critically. Why?