Opening Up the Textbook: Rosa Parks

Teaser

The textbook is examined as one source among many, rather than a final authority.

lesson_image
Description

Using a textbook passage and two primary sources, this lesson engages students in using historical evidence in order to critique a textbook passage. In this way, it also allows teachers to introduce the textbook as one source among many, rather than the final word on historical events.

Article Body

This easy-to-follow lesson cuts to the heart of historical thinking. Its strength is that it requires students to go to the sources in order to develop historical knowledge. Not only does it show students how public memory and history textbooks can oversimplify complex events, it gives students the means to craft their own textbook passage by drawing on specific textual evidence, including sources that contradict one another.

The simplicity and clarity of the lesson make it ideal for introducing both historical thinking in general and the Civil Rights Movement specifically. More experienced teachers may chafe at the lesson's tight structure—so, they can create their own lesson by using the website's multiple resources regarding the Montgomery Bus Boycott.

Of the two suggested writing assignments, Prompt One, which asks students to rewrite a standard textbook account, is particularly good. Prompt Two asks students to take a position for or against using a standard textbook. While this may prompt students to consider the implications of the traditional Rosa Parks story, it is also problematic. Would it be possible for a student to argue for and still receive a good grade?

Topic
Montgomery Bus Boycott and Civil Rights
Time Estimate
One hour
flexibility_scale
5
Rubric_Content_Accurate_Scholarship

Yes Current historians highlight both Parks's training as an activist and the fact that she was part of a broad, well-organized movement in Montgomery.

Rubric_Content_Historical_Background

No The point of the lesson is to look at students' and textbooks' assumptions about Rosa Parks, and so the lesson purposefully does not offer extra background. However, resources are available at the website.

Rubric_Content_Read_Write

Yes The lesson includes reading one secondary and two primary sources. Teachers can choose from two suggested writing assignments.

Rubric_Analytical_Construct_Interpretations

Yes Students create their own interpretation, and they question a textbook interpretation.

Rubric_Analytical_Close_Reading_Sourcing

Yes Through looking closely at sources, students arrive at a complex understanding of events.

Rubric_Scaffolding_Appropriate

Yes The lesson is appropriate for high school students and with modifications could be used with younger students.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes If analysis stalls, teachers could prod students to look at the documents' dates and to identify the contradictions among the documents.

Rubric_Structure_Assessment

No Assessment strategies are included, but not assessment criteria.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes The lesson states its goals, and it progresses in a logical, linear fashion.

A Look at Slavery through Posters and Broadsides

Teaser

How to identify the author, audience, date, and message of historical posters.

lesson_image
Description

Using historic posters, this lesson engages students in analyzing primary sources by identifying their author, intended audience, date, and message.

Article Body

This well-planned lesson, which uses posters on slavery and abolition, teaches students to ask important questions as they read a primary source. First, the teacher models the task by analyzing a representative poster in front of the classroom. In small groups, students then analyze additional posters, locating such information as author, audience, purpose, and message. They use this information to consider the attitudes towards slavery that the posters convey.

One strength of the lesson is that the primary sources are given in two formats: students receive historically evocative reproductions of the original posters along with easy-to-read typed transcriptions. Some teachers may choose to highlight important text, particularly for beginning readers; other teachers will want to leave it up to students to locate and identify this crucial information.

This lesson appears in the December 2004 issue of History Now, a quarterly journal of the Gilder Lehrman Institute of American History.

Topic
Slavery and Abolition
Time Estimate
1 day
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes Lesson is accurate and up-to-date.

Rubric_Content_Historical_Background

No The lesson plan's Teacher Resources section includes links to information about historical context. It's up to teachers, however, to decide how much background students will need.

Rubric_Content_Read_Write

Yes In class, all students read, and one student per group records information on a Poster Inquiry Sheet. In the suggested homework assignment, students each write a news story about their assigned poster.

Rubric_Analytical_Construct_Interpretations

Yes The Poster Inquiry Sheet provides students with a method for identifying and interpreting historical facts.

Rubric_Analytical_Close_Reading_Sourcing

Yes During the modeling and the group work, students learn and practice how to read primary sources.

Rubric_Scaffolding_Appropriate

Yes Some language in the posters may be difficult, but teachers can choose to highlight sections of text to reduce the amount or difficulty of necessary reading.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes The teacher's modeling step provides a helpful scaffold, as does the Poster Inquiry Sheet.

Rubric_Structure_Assessment

No Although the lesson plan does not include an assessment rubric, teachers can check in with small groups to assess student learning.

Rubric_Structure_Realistic

Yes The modeling provided in Steps One, Two, and Three is pedagogically useful. However, reading every single poster before the class may be excessively time-consuming. Teachers may want to discuss just one poster and then go around the classroom to check in with small groups as needed.

Rubric_Structure_Learning_Goals

Yes The lesson plan helps students to learn about slavery and abolition while providing a method for analyzing primary sources.

Race and Place

Image
Annotation

This archive addresses Jim Crow, or racial segregation, laws from the late 1880s until the mid-20th century, focusing on the town of Charlottesville, VA. The theme is the connection of race with place by understanding the lives of African Americans in the segregated South. Political materials includes seven political broadsides and a timeline of African American political activity in Charlottesville and Virginia. Census data includes searchable databases containing information about individual African Americans taken from the 1870 and 1910 Charlottesville census records. City records includes information on individual African Americans and African American businesses. Oral histories includes audio files from over 37 interviews. Personal papers contains indexes to the Benjamin F. Yancey family papers and the letters of Catherine Flanagan Coles. Newspapers, still in progress, includes more than 1,000 transcribed articles from or about Charlottesville or Albemarle from two major African American newspapers—the Charlottesville Recorder and the Richmond Planet. Images has links to two extensive image collections, the Holsinger Studio Collection and the Jackson Davis Collection of African American Educational Photographs, and three smaller collections.

African-American Experience in Ohio: From the Ohio Historical Society

Image
Annotation

The collection includes more than 30,000 items relating to African American life in Ohio between 1850 and 1920, including personal papers, association records, a plantation account book, ex-slave narratives, legal records, pamphlets, and speeches. More than 15,000 articles from 11 Ohio newspapers and the African Methodist Episcopal Church Review, perhaps the oldest African American periodical, are included. Also provides more than 300 photographs of local community leaders, buildings, ex-slaves, and African American members of the military and police. Materials represent themes such as slavery, abolition, the Underground Railroad, African Americans in politics and government, and religion. Items include an extensive collection of correspondence by George A. Myers, an African American businessman and politician, as well as prominent political speeches.

Slaves and the Courts, 1740-1860

Image
Annotation

More than 100 published materials on legal aspects of slavery are available on this website. These include 8,700 pages of court decisions and arguments, reports, proceedings, journals, and a letter. Most of the pamphlets and books pertain to American cases in the 19th century. Additional documents address the slave trade, slave codes, the Fugitive Slave Law, and slave insurrections as well as presenting courtroom proceedings from famous trials such as the 18th-century Somerset v. Stewart case in England, the Amistad case, the Denmark Vesey conspiracy trial, and trials of noted abolitionists John Brown and William Lloyd Garrison. A special presentation discusses the slave code in the District of Columbia. Searchable by keyword, subject, author, and title, this site is valuable for studying legal history, African American history, and 19th-century American history.

Dred Scott Case

Image
Annotation

The Dred Scott case began in 1846 when slaves Dred and Harriet Scott sued for their freedom, basing their argument on the fact that they had lived in non-slave territories for a number of years. The case ended with the landmark U.S. Supreme Court decision of 1857 that not only denied Scott both citizenship and the right to sue in federal court, but ruled that he never had been free and that Congress did not have the right to prohibit slavery in the territories. The decision sparked increased sectional tensions in the years leading to the Civil War. Facsimiles and transcriptions of 85 legal documents relating to the Dred Scott case are provided on this website. The site also provides a chronology and links to 301 Freedom Suits—legal petitions for freedom filed by or on behalf of slaves—in St. Louis courts from 1814 to 1860.

Slavery in New York

Image
Annotation

Focusing on the experiences of Africans and African Americans in New York City, this collection presents nine galleries that explore various themes and time periods in the history of slavery. These include the Atlantic slave trade; slavery in Dutch New York; the growth of slavery in British Colonial New York; freedom for blacks during the Revolutionary War; the Gradual Emancipation Act of 1799; free blacks in public life; Emancipation Day (July 4, 1827), and the history of scholarship on slavery in New York City. Each gallery has three panels: a gallery overview, a main thematic presentation, and one focusing on people, places, and documents. Of special interest are two interactive maps with timelines in the Dutch New York gallery and the Revolutionary War gallery; a picture gallery on the portrayal of blacks in New York City's public life; and profiles of nine African Americans who lived in New York City during the early republic.

Tangled Roots

Image
Annotation

These more than 200 documents explore cultural connections between the experiences of African Americans and Irish immigrants in America. Materials relate to individual leaders, historical events, economic, political, and social factors, and cultural achievements. A section entitled "Making Connections" offers 15 questions about historical events and people that represent the intertwined histories of Africans and Irish in America.

Other topics include the end of English participation in the slave trade, the emergence of the nativist Know-Nothing Party in the 1850s, and Ku Klux Klan activities against Catholics and blacks after the Civil War. A section on "Acceptance" explores perceptions of individual and group identities and four timelines focus on displacement, oppression, discrimination, and acceptance in America. "Voices" provides a sample of 13 public statements and interviews on ethnicity and race from ordinary modern Americans. The site also provides a bibliography; an essay by writer James McGowan, a black American with an Irish paternal grandfather; and links to related websites.

Without Sanctuary: Photographs and Postcards of Lynching in America Anonymous (not verified) Fri, 01/25/2008 - 22:21
Annotation

James Allen has assembled a collection of chilling photographs of lynchings throughout America, primarily from the late 19th and early 20th centuries. Many were circulated as souvenir postcards. The site is a companion to Allen's book Without Sanctuary. The exhibit can be experienced through a flash movie with narrative comments by Allen or as a gallery of more than 80 photographs with brief captions. Most images also have links to more extensive descriptions of the circumstances behind each specific act of violence.

While the vast majority of lynching victims were African Americans, white victims are also depicted. Individually and as a group, these images are disturbing and difficult to fathom. They provide, however, an excellent resource for approaching the virulence and impact of racism in late 19th and 20th-century America.

Atlantic Slave Trade and Slave Life in the Americas: A Visual Record

Image
Annotation

This collection of more than 1,230 images depicts the enslavement of Africans, the Atlantic Slave Trade, and slave life in the New World. Images are arranged in 18 categories, including pre-Colonial Africa, capture of slaves, maps, slave ships, plantation scenes, physical punishment, music, free people of color, family life, religion, marketing, and emancipation.

Many of the images are from 17th- and 18th-century books and travel accounts, but some are taken from sketches within slave narratives, Harper's Weekly, and Monthly Magazine. Reference information and brief comments, often an excerpt from original captions, accompany each image. Although there is no interpretation or discussion of historical relevance, these images are valuable for learning about representations of slavery in American slave societies, especially in the Caribbean and Latin America.