Revealing African American Lives

Description

Henry Louis Gates, Jr., Alphonse Fletcher University Professor and Director of the W.E.B. Du Bois Institute of African American History at Harvard University, speaks about the development of the African American National Biography, the largest African American biographical collection ever published, spanning more than four centuries, with 4,100 entries in eight volumes. The series presents African-American history as told through the lives of its most notable historic actors, documenting and dramatizing the central role played by African Americans in our nation's history, from the 16th through the 20th centuries.

The American Dream

Description

Julian Clarence Levi Professor in the Humanities and Director of the American Studies Program at Columbia University Andrew Delbanco examines the evolution of the American Dream—the idea that anyone may rise above his or her station, regardless of birth. Beginning with the Puritans, Professor Delbanco traces the origins of the American Dream from the Calvinist fire-and-brimstone of Jonathan Edwards, to the swelling optimism of Emerson and Melville, to the present day.

Access to Archival Databases

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Logo, National Archives
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The National Archives has created this vast database of electronic records (85 million records on the date visited) from federal agencies and from collections of donated historical materials. Search and browse functions extend throughout the database, and the collection can also be browsed by pre-set subject categories or by time spans. All records are electronic texts. There are no scanned images of documents, photographs, or microfilm.

A very small sampling of the records: Ships and passengers who arrived in New York during the Irish Potato Famine, 1846–1851; Red Cross records of WW2 Allied POWs; descriptive indexes of flood photographs from FEMA (1989–2004); helicopter air sorties flown in Vietnam (1970–1975); documentation from the Historic American Buildings Survey (1933–1997); and records about worker-initiated strikes and employed-initiated lockouts (1953–1981).

Nature Transformed: The Environment in American History

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Detail, Nature Transformed
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This collection of essays, commissioned from distinguished scholars, is designed to deepen content knowledge and offer fresh ideas for teaching. Essays begin with a thorough overview of the topic. “Guiding Discussion” offers suggestions on introducing the subject to students, and “Historians Debate” notes secondary sources with varied views on the topic. Notes and additional resources complete each essay. Essays include links to primary sources in the National Humanities Center’s Toolbox Library and are part of the larger TeacherServe project.

Visitors can browse 17 essays, divided into "Native Americans and the Land," "Wilderness and the American Identity," and "The Use of the Land." These focus on the changing ways in which North Americans have related to the natural world and its resources. Topics include, among others, “The Columbian Exchange,” “The Effects of Removal on American Indian Tribes,” “Cities and Suburbs,” and “Environmental Justice for All.”

Useful for teachers looking to expand their content knowledge beyond the information and viewpoints presented in textbooks, and to get a taste of historians' debate over the interpretation of history.

America on the Move, Part One: Migrations, Immigrations, and How We Got Here

Description

Students and Smithsonian National Museum of American History curators give a tour of the exhibition "America on the Move," which looks at how immigration and migration impacted American history and at the role of various forms of transportation.

To view this electronic field trip, select "America on the Move, Part One: Migrations, Immigrations, and How We Got Here" under the heading "Electronic Field Trips."

Manifest Destiny: Creating an American Identity

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photographic print, Tony and Peter, from Diary in photos Vol. II 1936-1937, 1936
Question

What was "Manifest Destiny"?

Answer

The term "manifest destiny" was first used by journalist John O'Sullivan in the New York Democratic Review in 1845. O'Sullivan wrote in favor of the U.S. annexing Texas, a region that the U.S. recognized as independent of any other nation. (Mexico maintained that the region was Mexican territory.) For more than 20 years, Anglo-Americans had migrated into the region, bringing ever-increasing numbers of enslaved men and women with them, tying the region to the economics and politics of the U.S. Sentiment for and against annexation reached fever pitch in 1845 and became a major feature of the presidential election campaigns of Henry Clay and James Polk. It was in this climate that O'Sullivan wrote his column for the July-August edition of the Review. Opponents to annexation, he argued, were trying to stop "the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions" (1).

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent.

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent. This idea, with all the accompanying transformations of landscape, culture, and religious belief it implied, had deep roots in American culture. In 1630, John Winthrop, writing decades before the 13 original colonies declared independence, said that the English men and women who hoped to settle New England "shall be as a Citty upon a Hill, the eies of all people are uppon us; soe that if wee shall deale falsely with our god in this worke wee have undertaken and soe cause him to withdrawe his present help from us, wee shall be made a story and a byword through the world" (2). [Editor's note: Learn more about colonial spelling here.]

The rhetoric of the American Revolution built upon this vision—"the sun never shined on a cause of greater worth," wrote Thomas Paine in Common Sense. The Revolution was not, he continued, "the affair of a city, a country, a province, or a kingdom, but of a continent" (3). In 1776, a writer who self-identified as Salus Populi wrote in the New York Packet that, "God has formed America to form the last and best plan that can possibly exist." Jefferson, looking back on the Revolution during his later years, opined that "this country remains to preserve light and liberty," in a world marred by political upheaval (4).

By the 19th century, these ideas found additional expression in fictionalized accounts of explorers such as Daniel Boone and Kit Carson, entering the wilderness to triumph over it, while James Fenimore Cooper's similarly framed "Leatherstocking" tales gained a wide and enthusiastic audience. Even O'Sullivan himself talked about Manifest Destiny in broad terms before he coined that particular phrase: "The expansive future is our arena," he wrote in 1839. "We are entering on its untrodden space, with the truths of God in our minds. . . . We are the nation of human progress, and who will, what can, set limits to our onward march? Providence is with us, and no earthly power can" (5).

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea.

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea. It rested upon the sidelining or eradication (both real-world and fictional) of American Indian peoples; there was little place for African Americans (free or enslaved) within the trope; Asian and Hispanic immigrants did not figure in the ideal America it conjured. Catholics were generally ignored; women were deemed unimportant. The peoples who were meant to conquer the continent were white, Protestant, and overwhelmingly male, with an unquenchable thirst for free enterprise. These are important ideas to keep in mind considering the lingering importance of Manifest Destiny as a concept in American culture. Like Americans before 1845, we may not use the specific words “Manifest Destiny” to describe the belief that America has a unique destiny in the world, but the concept is still at the heart of much U.S. foreign policy, American pop culture, and contemporary political debate.

For more information

Smith, Henry Nash. Virgin Land: The American West as Symbol and Myth. 1950; reprint, Cambridge: Harvard University Press, 2005.

Turner, Frederick Jackson. The Significance of the Frontier in American History. 1893. E-text at http://xroads.virginia.edu/~Hyper/TURNER/.

Bibliography

1 John O'Sullivan, "Annexation," The United States Democratic Review, 17(85) (July-August 1845): 5, accessed March 9, 2012.

2 John Winthrop, A Model of Christian Charity, 1630, accessed March 9, 2012.

3 Thomas Paine, Common Sense, 1776; reprint (New York: Penguin Books, 2005), 25.

4 Quoted in Leon Dion, "Natural Law and Manifest Destiny in the Era of the American Revolution," The Canadian Journal of Economics and Political Science 23(2) (May 1957): 240.

5 John O'Sullivan, "The Great Nation of Futurity," The United States Democratic Review, 6(23) (November 1839): 427.

Lyndon B. Johnson State Park, Historic Site, and Sauer-Beckmann Farm [TX]

Description

The park's location is historically significant since it is in the heart of the former President's home country. The area has been influenced by three major cultures: Native Americans, Spanish, and German. Indians roamed the Hill Country first, leaving behind artifacts which tell of their nomadic life. The Spanish conquistadors followed, bringing a culture which was to endure to the present. German immigrants settled the Hill Country in the early 1800s and their descendants still call it home. Their culture has had a major impact on the development of the region and the park itself. All of these cultures are represented at the park. The Visitor Center contains memorabilia from President Johnson's presidency and interactive displays about the land and people that shaped a president. Attached to the Visitors Center is the Behrens Cabin, a two-room dogtrot cabin built by German immigrant H. C. Behrens during the 1870s. The furnishings are typical of such homes in that period. Visitors can further explore the history of these immigrants by viewing the 1860s Danz family log cabin located just west of the Visitor Center. Also located in the park is the Sauer-Beckmann Farm, a living history farm. Life on the farmstead is presented as it was in 1918. Park interpreters wear period clothing, do the farm and household chores as they were done at that time, and also conduct tours for the visitors.

The site offers exhibits, tours, demonstrations, and occasional recreational and educational events (including living history events).

Memorializing Veterans: Teaching with Place

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Photo, World War II - The Janesville 99 Memorial, May 9, 2009, cliff1066tm
Photo, World War II - The Janesville 99 Memorial, May 9, 2009, cliff1066tm
Photo, World War II - The Janesville 99 Memorial, May 9, 2009, cliff1066tm
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Veterans Day approaches! Last year, Teachinghistory.org introduced you to resources for collecting oral histories from veterans. Most of these resources still hold good—if you're interested in inviting a veteran into your classroom or leading your class in an oral history project, try History.com's Take a Veteran to School Day or the Library of Congress's Veterans History Project.

But what if you don't have the time or resources to arrange a speaker or manage oral history collection? What if your students are too young to appreciate a veteran's stories and their context? How can you honor the holiday and draw your students in?

How about teaching with monuments and memorials?

National Memorials

Everyone knows the Vietnam Veterans National Memorial, with its simple, iconic design, preserving the names of servicemen killed or missing in action. But what about the additions to the memorial? What prompted the creation of the two figural statues, The Three Servicemen and the Vietnam Women's Memorial? If you are far from Washington, D.C., your students can examine photographs (try Flickr Creative Commons for copyright-free images of many major memorials), read about the history of memorials, and draw their own conclusions.

What needs do the different pieces of the memorial fill? What do they say about Vietnam and its veterans? Who designed them? Who chose these designers? Where did the money to build them come from? When were they unveiled? What controversies have surrounded their design? Are there any special observances at these memorials on Veterans Day?

You could also look up other major DC memorials, built to remember very different wars and participants. Try the African American Civil War Memorial, District of Columbia War Memorial, Korean War Veterans Memorial, National Japanese American Memorial to Patriotism During World War II, or the National World War II Memorial.

Local Memorials

Or perhaps you'd like to engage students with material closer to home. Look around your town. Ask at your local historical society. What monuments and memorials does your area have? A memorial for the Civil War? Korean War? Vietnam War? World War II? When were these built? Why might your area have memorials for some wars but not others? Who maintains them? What do area residents think of them? How do they resemble or differ from other memorials to veterans from the same war? How and where is Veterans Day memorialized in your town? Are there any observations at these memorials?

High-school teacher James A. Percoco shares his own experience engaging students with memorials in this video, while 8th-grade teacher Amy Trenkle demonstrates teaching with monuments and memorials in action, in our blog, as she takes her class to visit the Columbus Memorial Fountain in Washington, D.C.

If you can't arrange a field trip to a memorial, but would still like to have students visit and analyze one, try designing an individual field trip (IFT) for students. James A. Percoco tells you how.

Still at a loss for resources? Search our Website Reviews for online exhibits and archives full of primary sources, or our Museums & Historic Sites database for sites in your area.