George Washington Papers, 1741-1799

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Image, Genl. Lafayette's departure from..., 1840-1860, George Washington Papers
Annotation

This collection of approximately 152,000 documents written by or to George Washington is the largest set of original Washington documents in the world. It includes correspondence, letterbooks, diaries, journals, account books, military records, reports, and notes from 1741 through 1799. Although the site is searchable by keyword, many documents are available only as page images rather than as transcribed text and the handwriting can be difficult to read. Transcripts, however, do exist for all diary pages and for selected documents.

The site includes a timeline with links to relevant documents; essays on Washington's diaries, letterbooks, and career as a surveyor and mapmaker; and an essay entitled "Creating the American Nation."

Alexander Street Press

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Offering 16 separate databases of digitized materials, this website provides firsthand accounts (diaries, letters, and memoirs) and literary efforts (poetry, drama, and fiction). Twelve databases pertain to American history and culture.

"Early Encounters in North America: Peoples, Cultures, and the Environment" offers primary sources documenting cultural interactions from 1534 to 1850. "The American Civil War: Letters and Diaries" draws on more than 400 sources and supplies a day-by-day chronology with links to documents. "Black Thought and Culture" furnishes monographs, speeches, essays, articles, and interviews. "North American Immigrant Letters, Diaries, and Oral Histories" covers 1840 to the present. "North American Women's Letters and Diaries: Colonial to 1950" provides full-text letters and diaries from more than 1,000 women—totaling more than 21,000 documents and approximately 120,000 pages—written between 1675 and 1950.

Five databases present American literary writings: "Latino Literature"; "Black Drama"; "Asian American Drama"; "North American Women's Drama"; and "American Film Scripts Online." In addition, "Oral History Online" provides a reference work with links to texts, audio, and video files. While the databases include previously published documents, many also contain thousands of pages of unpublished material. In addition to keyword searching, the databases provide "semantic indexing"—extensive categorical search capabilities.

Making Sense of Letters and Diaries

Article Body

In an attic or an online archive, coming across personal correspondence and diaries can open a tantalizing window into past lives. This guide offers an overview of letters and diaries as historical sources and how historians use them; tips on what questions to ask when reading these personal texts; an annotated bibliography; and a guide to finding and using letters and diaries online.

Anacostia Community Museum

Article Body

The Anacostia Community Museum is one of the nation's Smithsonian museums. According to the museum website, it exists to "to challenge perceptions, broaden perspectives, generate new knowledge, and deepen understanding about the ever-changing concepts and realities of "community.'" Initial goals focused on African American history. However, as of now, the museum endeavors to represent the concept of community from the local to international levels.

In nearly all cases on the website, content loads at the very bottom of the page, so be sure to scroll down.

For those of you not in the DC area, the museum provides two activities—collections search and online exhibits. The exhibit on Adam Francis Plummer, a slave in Maryland, is particularly of note. The exhibit includes a downloadable PDF file of Plummer's diary; essays on the Plummer family and slavery in Maryland; a glossary; and guided reading and worksheets intended for middle and high school students. "Speak to My Heart: Communities of Faith and Contemporary African American Life" includes a series of oral history transcripts.

Naturally, this being a museum, a field trip would be an optimal way to take advantage of the organization's offerings. Take a look at the museum's group tour information, current programs, and library.

Teaching about Slavery

Description

Michael Johnson of Johns Hopkins University discusses slavery from an educator's perspective, looking particularly at his own techniques for teaching the subject. He examines the topic from a broad view, establishing context for his later discussion of Frederick Douglass. This lecture was delivered as part of "America in the Civil War Era: A History Institute for Teachers," held May 17-18 at Carthage College in Kenosha, WI, sponsored by the Foreign Policy Research Institute's Wachman Center and by the Clausen Center for World Business, Carthage College and Adult Education, Carthage College.

Audio and video options are available.

Go West, Young Woman!

Quiz Webform ID
22415
date_published
Teaser

Men and women both settled the West. Answer these questions on women’s records of the experience.

quiz_instructions

It’s Women’s History Month, a good time to remember that women, as well as men, settled the West—and recorded their experiences. Answer the following questions on excerpts from the records of 19th-century (and one early 20th-century) women.

Quiz Answer

1. It was after dark when we came in sight of the camp and a dismal looking it is the tents are all huddled in together and the wagons are interspersed some are singing and laughing some are praying children crying &c. every sound may be heard from one tent to another . . .

This entry comes from a diary recording one woman's experience on:
c. The Mormon Trail

In her diary, 18-year-old Emmeline B. Wells describes her experiences on the trail from Nauvoo, IL, to Garden Grove, IA. In 1846, Mormons, followers of the Church of Latter-day Saints, began to migrate west from their settlement in Nauvoo due to persecution, following a trail that, for much of its length, closely followed the Oregon Trail. Wells's diary describes the first half of this journey; as 1846 ended, the Mormons would winter in Iowa and then continue on to the territory that would become Utah. Wells relates experiences both general to all trailgoers and specific to women—the diary ends with her husband unexpectedly abandoning her, and her grief at the event.

2. There were no battlefields, but over every mile of the long trail stalked the shadow of death. And what was waiting to greet us in [. . .]? A wilderness marked by faint trails of wild Indian feet (wilder than wild animals that would tear with bloody claws) and slow, agonizing death caused by the poison fangs of rattlesnakes who were in countless numbers.

This paragraph from a memoir by a female pioneer describes which state?
b. California

Lee Summers Whipple-Haslam, near the end of her life, wrote a memoir of her experiences as a child traveling to and living in California during the Gold Rush. Whipple-Haslam's parents brought her to California in 1850, where her mother ran a boarding house and her father prospected. Critics accused the memoir, published in 1925, of being more nostalgic fantasy than precise memory, but it still provides one woman's latter-life interpretation of the Gold Rush and California settlement.

3. We all take names - Wajapa names me, Ma-she-ha-the. It means, The motion of eagle as he sweeps high in the air. He gives me the name of his family and band. He belongs to the eagle family. Ma-she means high, ha-the means eagle.

In this diary extract, a woman is describing an encounter with which Native American group?
a. The Dakota Sioux

In this excerpt from her September 23, 1881 diary entry, ethnologist Alice Fletcher describes her assumption of a Sioux Dakota name before spending a month and a half studying the lives of Native Americans in the Dakota Territory. Fletcher, a woman from a well-off family, had developed a vocational interest in ethnology that led her to undertake this study. Like many other male and female reformers of the day, she would go on to attempt to "civilize" Native American culture through education and political action.

4.



In this image, a female photographer captures a scene in what city?
b. San Francisco

Words aren't the only medium in which women could capture their life experiences in the West. Here, photographer Laura Adams Armer records a street scene from San Francisco, c. 1910. Armer worked as a portrait photographer in San Francisco in the early 1900s, taking time to preserve not only portraits of native San Franciscans but also photographs of the life of the city—and, later in her career, of the lives of southwestern Native Americans, particularly Navajo communities.

For more information

diaries-ctlm.jpg Read the full text of Emmeline B. Wells's diary at the Library of Congress's American Memory collection Trails to Utah and the Pacific: Diaries and Letters, 1846-1849. The collection includes diaries written by three other women traveling the westward trails; refer to the author index and introductory essay for more information.

The first few sections of Lee Summers Whipple-Haslam's memoir, Early Days in California; Scenes and Events of the '50s as I Remember Them, can be read online in the American Memory collection "California as I Saw It:" First-Person Narratives of California's Early Years, 1849-1900. Try the subject heading "Women" in the "Browse" menu for more primary sources written by women.

Alice Fletcher's diary of her time with the Dakota Sioux can be read in full at the National Anthropological Archives' exhibit Camping With the Sioux: Fieldwork Diary of Alice Cunningham Fletcher. Kate and Sue McBeth, Missionary Teachers to the Nez Perce Indians offers the diaries of two other women who took up the cause of Native American assimilation in the late 19th century.

Yale University's Women Artists of the American West features photographs by Laura Adams Armer and other female photographers of the American West, as well as essays on the women and their work.

For suggestions on analyzing diaries and other personal narratives, try Making Sense of Letters and Diaries by professor, author, and historian Steven Stowe.

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Saturday Seminar #6: Slavery and Narrative

Description

This final session in the series features a talk from University of California, Davis historian Clarence Walker and lessons presented by three teachers.

Contact name
Garcia, Nichole
Contact email
Sponsoring Organization
California History-Social Science Project
Phone number
530-752-4383
Target Audience
5, 8, 11
Start Date
Duration
Three and a half hours

Teaching the Holocaust Through Literature

Description

This two-day workshop will explore ways to teach the Holocaust through the lens of literature using fiction, nonfiction, poetry, short stories, diaries, and memoir.

Sponsoring Organization
Facing History and Ourselves
Target Audience
K-12
Start Date
Duration
Two days
End Date