Homicide in Chicago 1870-1930 Anonymous (not verified) Fri, 06/29/2012 - 15:15
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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.

History of American Education Web Project

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Introductory graphic, History of American Education Web Project
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Provides 55 images and 60 short essays, ranging in length from a few sentences to approximately 1,500 words, on significant topics in the history of American education. The essays were prepared by undergraduates and edited by their professor, Robert N. Barger, who holds a Ph.D. in the history of education. Organized into five chronological categories from the colonial era to the present, with an additional essay on European influences. Covers such topics as hornbooks, primers, McGuffey Reader's, normal schools, kindergarten, high school, African-American education, adult education, prayer in schools, student rights, and education of the handicapped. Includes essays on such personages as Freidrich Froebel, Herbert Spenser, Benjamin Franklin, Thomas Jefferson, Benjamin Rush, Horace Mann, and G. Stanley Hall. Also offers information on recent topics such as the Committee on Excellence in Education's 1983 study, A Nation at Risk, and the Goals 2000: Educate America Act, signed into law in 1994. Professor Barger's warning that he did not add balance to the "triumphalist" perspective that some of his students adopted should be remembered by those using this site. Nevertheless, it provides a useful introduction to high school students and undergraduates studying the history of American education.

Florida State Archives Photographic Collection

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Image, Conch Town, WPA, C. Foster, 1939, Florida State Archives Photo Collection
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More than 137,000 photographs of Florida, many focusing on specific localities from the mid-19th century to the present, are available on this website. The collection, including 15 online exhibits, is searchable by subject, photographer, keyword, and date.

Materials include 35 collections on agriculture, the Seminole Indians, state political leaders, Jewish life, family life, postcards, and tourism among other things. Educational units address 17 topics, including the Seminoles, the Civil War in Florida, educator Mary McLeod Bethune, folklorist and writer Zora Neale Hurston, pioneer feminist Roxcy Bolton, the civil rights movement in Florida, and school busing during the 1970s.

"Writing Around Florida" includes ideas to foster appreciation of Florida's heritage. "Highlights of Florida History" presents 46 documents, images, and photographs from Florida's first Spanish period to the present. An interactive timeline presents materials—including audio and video files—on Florida at war, economics and agriculture, geography and the environment, government and politics, and state culture and history.

Clio Visualizing History

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Glass plate, Lowell Thomas, Afghanistan, 1923, Marist College
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This website provides free access to a variety of visual materials and "seeks to illustrate the unique role of visual images in American history." Clio is an educational organization developing American history projects with appeal to a wide audience, including students, educators, and researchers. This site aims to not only provide access to a variety of visual historical materials, such as photographs, illustrations, and material objects (namely quilts), but also "to promote visual literacy by exploring the variety of ways that images enhance our understanding of the past and challenge us to hone our interpretive skills."

The website is organized into three main sections. The first, "Visualizing America," includes two collections of modules, titled "Picturing the Past: Illustrated Histories and the American Imagination, 1840–1900," and "Quilts as Visual History." A second section, ”Photography Exhibits," includes three photography collections: one focusing on the work of Frances Benjamin Johnston, another on the work of the Allen Sisters (Mary and Frances Allen), and the Peter Palmquist Gallery. A third section, "Creating History," examines the figure of Lowell Thomas, who became one of America's best known journalists, as well as the media version and reality of Lawrence of Arabia.

An additional section concerning women's history and lives in the 21st century and second half of the 20th century is planned for 2013.

A valuable website to students and researchers alike, it suffers only slightly from a lack of search capabilities.

Civil War Letters of the Christie Family

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Introductory graphic, Civil War Letters of the Christie Family
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This site offers a remarkable collection of letters written by Minnesotans William, Thomas, and Alexander Christie during their tours of service in the Union Army from 1861 to 1865. These letters, selected from the Minnesota Historical Society's James C. Christie and Family Papers, contain observations on life in army camps, the war, society, and contemporary politics. The letters are arranged for browsing by author, location, and month (from July 1861 to June 1865.) Each letter is accompanied by notes on the date, location, addressee, and a brief (15-20 word) description of the contents.

Though the site authors promise typed transcriptions at an undesignated future time, the Christie brothers' handwriting is very readable and the letters provide an excellent introduction to examining handwritten documents. The site is a must for students interested in army life among the Union troops in the Civil War.

California as I Saw It: First-Person Narratives of California, 1849-1900

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Image, Miner and Pack Burro, unidentified publication, California as I Saw It
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The 190 works presented on this site—approximately 40,000 written pages and more than 3,000 illustrations—provide eyewitness accounts covering California history from the Gold Rush through the end of the 19th century. Most authors represented are white, educated, male Americans, including reporters detailing Gold Rush incidents and visitors from the 1880s attracted to a highly-publicized romantic vision of California life.

The narratives, in the form of diaries, descriptions, guidebooks, and subsequent reminiscences, portray encounters with those living in California as well as the impact of mining, ranching, and agriculture. Additional topics include urban development, the growth of cities, and California's unique place in American culture. A special presentation recounts early California history, and a discussion of the collection's strengths and weaknesses provides useful context for the first-person accounts.

Annie Oakley

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Photo, Annie Oakley
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Born Phoebe Ann Moses in 1860 in rural Ohio, Annie Oakley became one of the most famous female entertainers of her day, performing for many years with Buffalo Bill's Wild West Show. Her life spanned a time of dramatic cultural change in the United States, and some of the most important years of the women's movement. This website accompanies a film on Oakley's life and work. While offering only a few primary sources, the website is rich with secondary source documentation. Users unfamiliar with Oakley's story may want to begin with the extensive timeline of her life, which traces her early years on a poor farm in Ohio, her involvement with the Wild West Show in the 1880s, 1890s, and early 1900s, the libel lawsuits she filed against 55 newspapers in the early 1900s, and her later years teaching women to shoot and raising funds for World War I.

The website includes profiles of 10 major people and events in Oakley's life, illustrated with thumbnail-sized photographs, as well as more extensive information on the Wild West Show's stints in New York City in the mid-1880s, including transcriptions from New York newspapers describing the shows. A gallery of six posters from the Wild West Show showcases Oakley's fame as one of the greatest marksmen of her time. The website also includes a transcript of the film, with extensive commentary by scholars of Oakley's life.

Texas and Mexico: Centers for Cultural Collision

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Photography, La Capilla de Nuestra Senora de Talpa, 1933, Historic American Buil
Question

What was the impact of American migration to Texas and parts of Mexico on Mexican American relations in the mid-19th century?

Answer

Anglo (meaning non-Hispanic white) migration to Texas began in earnest after Mexico secured its independence from Spain in 1821. In the new republic, Texas was just one part of the state of Coahuila-Texas, a region in Mexico's northern borderlands in which Native communities were powerful. Mexican families lived throughout the northern portion of Coahuila-Texas—the wealthiest of whom were known as Tejanos—and to the Comanche and Lipan Apache they were unwelcome. Viewed from the perspective of the region's Native communities, both Tejano and Anglo settlers were undocumented immigrants.

The Anglo Squatters

Many of the first Anglo immigrants to Texas were squatters, individuals who had no Mexican legal claim to their land. By 1824, however, both Mexican and Tejano officials welcomed Anglo settlers, although for very different reasons. The Mexican government wanted assistance securing the country's northern border against raids by the Comanche and other Native groups; the Tejanos wanted help in raising Texas to the level of Mexican statehood, independent of Coahuila, so that they might govern themselves more effectively. Anglo settlers wanted land, and they were initially willing to accept multiple conditions on their immigration in order to get it. In 1825, Mexico passed the Coahuila-Texas colonization law, which offered men at the head of households 177 acres of farming land, grazing rights, and tax breaks in order to settle the region. In return, settlers had to agree to become Mexican citizens, to practice Catholicism, and to uphold all Mexican laws, including those that prohibited slavery.

The vision of colonization held by Mexican officials was soon upended. By the mid 1820s there were more Anglo settlers in Texas than Tejanos, and Anglo families refused to settle where Mexican officials preferred them to go. Instead, they clustered around the state's eastern borders, which made the Mexican government nervous—it appeared that the United States' borders were encroaching into Mexican territory by default.

Increased Tension: Anglos and Tejanos

The Mexican government had good reason to worry. Not only were Anglos more culturally and politically allied with the United States than Mexico—especially on the subject of slavery—but Tejanos initially allied themselves with leading American settlers like Stephen Austin, believing this would position them to gain sovereignty. Mexico's worries were further compounded by the United States offering $1 million for Texas in 1827, and $5 million in 1829. On both occasions, Mexico declined.

...Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

By 1832, more than 6,000 Anglo settlers, who owned more than 1,000 slaves, lived in Texas. This compared with 3,000 Tejanos. Some relationships between Tejano families and Anglos became strained when settlers refused to recognize Tejano land rights and forced families from their farms. Many wealthy Tejanos still felt their interests were best served by alliance with Anglo leaders, however, and it was their cooperation that helped make Texan independence possible in 1835. Tejanos fought alongside Anglos in the ensuing war with Mexico, but in the face of a wave of new immigration after Texas declared itself independent of any larger nation, their political and cultural influence in the region declined. Most new Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

Post-1830s

The Mexican government never recognized Texas as an independent state. When the United States annexed Texas in 1845 Mexico once again went to war. After three years, the peace Treaty of Guadalupe Hildalgo saw the transfer of millions of acres of Mexican territory to the United States government—modern-day Texas, Arizona, New Mexico, and California, as well as portions of states further north. Anglo settlement, which had once seemed a sound strategic defense against borderland warfare with Indian people, proved the thin edge of a wedge that saw Mexico lose more than half of its territory to the United States.

The Comanche and Lipan Apache continued to defend their territory against immigrants for many more years.

For more information
Bibliography
  • Chasteen, John Charles. Born in Blood and Fire: A Concise History of Latin America. 3rd ed. New York: W. W. Norton & Co., 2011.
  • Kirkwood, Burton. The History of Mexico. Westport, CT: Greenwood Press, 2000.
  • Vargas, Zaragosa. Crucible of Struggle: A History of Mexican Americans from Colonial Times to the Present Era. New York: Oxford University Press, 2011.

A Trail of 4,000 Tears

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Painting, The Trail of Tears, Robert Lindneux, Woolaroc Museum
Question

How many Native Americans died on the Trail of Tears?

Answer

The “Trail of Tears” refers specifically to Cherokee removal in the first half of the 19th century, when about 16,000 Cherokees were forcibly relocated from their ancestral lands in the Southeast to Indian Territory (now Oklahoma) west of the Mississippi. It is estimated that of the approximately 16,000 Cherokee who were removed between 1836 and 1839, about 4,000 perished.

It is estimated that of the approximately 16,000 Cherokee who were removed between 1836 and 1839, about 4,000 perished.

At the time of first contacts with Europeans, Cherokee Territory extended from the Ohio River south into east Tennessee. The Cherokee enjoyed profitable commercial and diplomatic relations with the British, although Anglo-American settlers caused conflicts by encroaching on Cherokee lands. After the American Revolution, the U.S. implemented a policy of “civilization” toward the Cherokee and other American Indian nations living within U.S. borders. They urged Native Americans to abandon their own cultures and traditions and adopt Christianity and other Anglo-American ways, such as western habits of dress and farming. Some Cherokee embraced this plan in order to maintain control over their economy and political sovereignty. These changes altered gender roles significantly, as men took on traditionally female tasks of farming and adopted patrilineal practices of private property ownership. A few Cherokees acquired large tracts of land, became planters, and purchased slaves. Eventually the Cherokee nation modeled its own Constitution after the U.S. frame of government.

Despite these signs that the Cherokee were assimilating, whites in Georgia, North Carolina, and Tennessee insisted that their state governments remove them. In 1828 the Georgia legislature annexed Cherokee territory. The Cherokee resisted, using American courts to argue that they were a sovereign nation. The U.S. Supreme Court agreed in Worcester v. Georgia (1832), but Georgians and President Andrew Jackson ignored the Court’s decision. Acting under the Indian Removal Act of 1830, the U.S. government pressed the Cherokees to migrate west. An unauthorized Cherokee faction signed the Treaty of New Echota in 1835, which exchanged Cherokee lands in the east for land in Indian Territory and money to help them with relocation.

The Cherokee nation was not the only Native American culture to be removed westward in the 19th century.

Most Cherokees refused to move, and in May of 1838 federal troops began to round up the Cherokees and imprison them in stockades to await removal. Many died in the stockades as they waited. U.S. soldiers then accompanied the Cherokees as they traveled 1,200 miles westward. Most made the journey on foot. Rebecca Neugin, who was a child when she and her family were forced to remove, stated that although she and her smaller siblings were able to ride in a wagon, her mother, father, and older brother walked all the way. “There was much sickness among the emigrants,” she recalled, “and a great many little children died of whooping cough.” After they arrived in Indian Territory more Cherokees succumbed to famine and disease, bringing the estimated death toll to 4,000.

The Cherokee nation was not the only Native American culture to be removed westward in the 19th century. Perhaps as many as 100,000 First Peoples were pushed out of their traditional lands, and the death toll from these forced removals reached far into the thousands.

For more information

McLoughlin, William G. After the Trail of Tears: The Cherokees’ Struggle for Sovereignty, 1839-1880. Chapel Hill: University of North Carolina Press, 1993.

Mooney, James. Historical Sketch of the Cherokee. (1900) Reproduction. New Brunswick, NJ: Aldine Transaction, 2005.

Sturgis, Amy H. The Trail of Tears and Indian Removal. Westport, CT: Greenwood Press, 2007.

Bibliography

Burnett, John G. “The Cherokee Removal Through the Eyes of a Private Soldier.” Journal of Cherokee Studies 3 (1987): 180–85.

Neugin, Rebecca. “Recollections of Removal, 1932.” In The Cherokee Removal: A Brief History with Documents, 2nd edition, edited by Theda Perdue and Michael D. Green. Boston: Bedford/St. Martin, 2005.

Perdue, Theda and Michael D. Green. The Cherokee Nation and the Trail of Tears. New York: Viking Press, 2007.

Little Wolf and President Grant

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photomechanical print, Little Wolf, c1905, LOC
Question

Why did Little Wolf, a Cheyenne leader, go to Washington in 1873?

Answer

In November 1873, Little Wolf was among a delegation of Northern Cheyenne and Northern Arapaho leaders who traveled to Washington to meet with President Grant. At issue for both sides was the continued tenure of Cheyenne and Arapaho communities on their ancestral territory in the northern Plains.

In May 1868, the Northern Cheyenne and Northern Arapaho signed a treaty with the United States government. (The treaty was ratified in July and proclaimed in August.) In that treaty the Cheyenne and Arapaho agreed to accept "for their permanent home" land amid the Southern Arapaho or the Brule band of the Lakota nation. The Cheyenne and Arapaho nevertheless retained the right to hunt over their ancestral homelands "while game shall be found in sufficient quantities to justify the chase." The United States government, for its part, agreed to supply the communities with teachers, farmers, carpenters, clothing, and small annuities. Any Cheyenne or Arapaho "head of a family"—an adult, married man by Euro-American standards of the day—would receive 320 acres of land as well as seeds and agricultural supplies if he promised to become a farmer. The treaty also included language giving the United States government jurisdiction over all crimes committed by or toward Indian people. (1)

Despite the treaty, most Northern Cheyenne and Arapaho did not want to become farmers and were content to live life as they always had.

Despite the treaty, most Northern Cheyenne and Arapaho did not want to become farmers and were content to live life as they always had. Neither did the Southern Arapaho or Lakota bands abandon their traditional practices and accede to reservation life, much less welcome the Northern Cheyenne and Northern Arapaho into their midst. The 1868 treaty protected the Northern communities in their right to continue hunting—but as white settlers pushed into the Northern Plains, conflict escalated between those emigrants and the Native communities who lived there. Armed conflict ensued, but while the U.S. military poured men and resources into the region, the nations of the Northern Plains were able defenders of their territory.

It was in this context that the leaders of the Northern Cheyenne and Arapaho journeyed to Washington in 1873. At first, the Secretary of the Interior tried to negotiate with the delegation, but the Washington Evening Star reported that the Cheyenne and Arapaho leaders "said they had come a long way to see the Great Father and to talk with him about these things and they did not propose to talk much with the Great Father's subordinate." (2) On meeting Grant himself, members of the delegation conceded that it seemed that white settlers would continue to encroach on their territory, but did not concede that the solution was for them to relocate. On returning to the Northern Plains the Northern Cheyenne and Arapaho continued to actively resist white encroachment on their land.

Despite the premise of a recent novel about this meeting between Grant and the Northern Cheyenne and Arapaho, there is no evidence that Little Wolf asked the president for one thousand white women when they met. This action would also make little sense in the context of life on the Northern Plains, and the Cheyenne's continued claim to their territory and traditional ways of life.

For more information

Eastman, Charles Alexander. Indian Heroes and Great Chieftains. Boston: Little Brown and Company, 1919.

Hoig, Stan. The Peace Chiefs of the Cheyenne. Norman: University of Oklahoma Press, 1980.

Simon, John Y., ed. The Papers of Ulysses S. Grant. Vol. 24: 1873. Carbondale, IL: Southern Illinois UP, 2000.

Bibliography

1 "Treaty with the Northern Cheyenne and Northern Arapaho, 1868," in Indian Affairs: Laws and Treaties, ed. Charles J. Kappler, vol. 2 (Washington, DC: Government Printing Office, 1904).

2 "Indians at the White House," Washington Evening Star. November 14, 1878, front page.