New York Divided: Slavery and the Civil War

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the groundbreaking exhibitions Slavery in New York and New York Divided: Slavery and the Civil War. Beginning with a survey of Dutch, British and American practices of slavery, teachers will explore the varied experiences of the enslaved men and women who built New York. In Part II of the course, teachers will examine key themes of the exhibition New York Divided, including New York City's economic and social connections to Southern slavery; the co-existence of anti-black and abolitionist sentiment in New York; and major events in New York during the Civil War, including the Draft Riots and the raising of African-American regiments."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

How to Read a Slave Narrative

Description

From the National Humanities Center:

Slave narratives comprise one of the most influential traditions in American literature, shaping the form and themes of some of the most celebrated and controversial writing, in both autobiography and fiction, in the history of the United States. In recent years, as their importance has been recognized, slave narratives have appeared on more and more high school literature curricula. How did they evolve? What are their major themes? How do narratives written by men differ from those written by women? How do they portray slavery and freedom? How have they influenced later writing, and what can they say to students in the 21st century?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

A Culture Productive of Infinite Wretchedness

date_published
Teaser

How did the American colonies get addicted to growing tobacco?

quiz_instructions

Thomas Jefferson described the system of growing tobacco that prevailed in Tidewater Virginia and Maryland as "a culture of infinite wretchedness." What do you know about tobacco and the tobacco farming of his time?

Quiz Answer

1. The first English colonists who landed in Jamestown learned about tobacco from the Native Americans in the area, who taught them to grow it. The colonists, in turn, sent some of their harvest back to England, introducing it as a novelty there.

A. True.
B. False.

2. If a tobacco plantation was a thousand acres, how much of it might typically be under tobacco cultivation at any one time?

A. 30 acres.
B. 100 acres.
C. 300 acres.
D. 600 acres.

3. How large an acreage of tobacco plants could each laborer tend?

A. A half an acre.
B. 1 acre.
C. 2-3 acres.
D. 10 acres.

4. A Tidewater tobacco plantation owner in 1725 might typically have what percentage of his total wealth in the value of his slaves (as opposed to his land, livestock, tools, buildings, and household possessions)?

A. 10 %
B. 30 %
C. 50 %
D. 75 %

5. By 1750, what percentage of the Chesapeake region's population were slaves?

A. 2 %
B. 7 %
C. 15 %
D. 35 %

6. In 1619, the first ship arrived in Jamestown carrying women who intended to marry some of the colonists and embark on new lives. The men had to pay the passage of their brides-to-be, and payment was assessed in tobacco, rather than in gold or silver. How much did each man pay for his chosen woman?

A. 10 pounds of tobacco and 2 hams.
B. 120 pounds of tobacco.
C. 500 pounds (one hogshead) of tobacco.
D. 1000 pounds (two hogsheads) of tobacco and three cheers for His Majesty.

For more information

[Question 1] Tobacco was well known in England before the colonization of Virginia. The Spanish had introduced tobacco to Europe after their earliest voyages to the Caribbean and South America. It had reached England by 1565, when Sir Walter Raleigh acquired the habit of pipe smoking and introduced the English to tobacco. At that time, Spain dominated the new tobacco trade. When the Jamestown colonists arrived in Virginia, there was already a robust British and European demand for tobacco.

The Jamestown colonists first attempted to cultivate the variety of tobacco that was native to Virginia, Nicotiana rustica. But this was harsher and therefore inferior to Nicotiana tabacum, the Caribbean variety that the Spanish had made popular in Europe. In 1612 Englishman John Rolfe brought to the Virginia colony seeds of the milder, "sweet-scented" variety from the West Indies. In the Virginia soil, the seed produced a highly pleasant tobacco whose smoking qualities exceeded that which was grown elsewhere.

[Question 2] 30 acres out of 1000 was not unusual. The growing of tobacco enforced a complicated and stringent regimen on the grower. Weather, geography, and soil conditions had to be just right in order to achieve a good crop. All of these factors were present in the Tidewater region, which had fertile, loamy soil that suited the tobacco plant. The region had a relatively temperate climate and, in most years, received an ideal amount of rainfall. The land was also largely flat and most of it was accessible to the many waterways and tributaries that flowed into the Chesapeake Bay, ensuring relatively easy transport of the crop to the ships that would take it to England. For these reasons, the colonists found it "easy" to grow tobacco. Only seven years after John Rolfe shipped the first crop of Virginia-grown tobacco to England, it had become the colony's main export.

tobacco_plant.jpg The tobacco plant, however, is quite temperamental and demanding. Even within a single field, the plant would be influenced by the amount of sunlight, minerals, water, and wind. Not all of the field would yield the best tobacco, even in years where there was neither too little rain nor too much. Also, growing tobacco rapidly exhausted the soil's nutrients. Without the addition of fertilizer, three years of growing tobacco was all it took to deplete the soil. The easiest solution was to have available large areas of cheap land so that the grower could shift his fields onto virgin soil when his original plot could no longer sustain his crop. At least in the first decades of the colonial settlements in the area, large tracts of cheap land were precisely what the colonists had, so this, too, made it "easy" for them to cultivate tobacco.

The tobacco planter also needed to have some portion of his land in forest because a large amount of lumber went into making the large barrels or hogsheads in which the tobacco crop was shipped, as well as for constructing his drying barns, cold frames, and drying rods, and for fueling the carefully kept fires in the barns that cured the harvested leaves.

Finally, besides the other factors already mentioned that limited the suitable acreage, the larger the plantation was, the larger was the labor force that was needed, and so additional acres of the plantation also had to be devoted to growing the food that the laborers would eat.

[Question 3] About 2 acres of cleared land, with each acre producing about 5,000 plants. This would require bending over about 50,000 times per growing season. One peculiarity of growing tobacco was the extraordinary amount of labor that was required. Unlike other crops, tobacco requires steps in its cultivation that stretch throughout almost the entire year. And many of these steps require intensive, but delicate, and incessant attention by the grower—preparing the beds, sowing the seeds in cold frames, transplanting the seedlings to hilled rows (all this, it was said, was a process as elaborate as making a lace pillow-case), making almost daily passes through the field to carefully pinch off suckers, pinch back the tops, pick off tobacco hornworms by hand, and harvest the leaves as they matured. The leaves then had to be strung on poles and put in drying barns to cure, where ventilation had to be constantly adjusted and small drying fires constantly watched. Afterwards, the leaves had to be taken down, sorted by size and quality, allowed to become slightly moist to make them pliable again, and packed into hogsheads for shipping out.

[Question 4] 50% or a little more of his wealth was typically in the value of his slaves. By 1700, Virginians were importing huge numbers of slaves to work the tobacco fields (it had begun eighty years before), creating what was for some a lucrative "subsidiary" trade, apart from trade in tobacco itself. As large landholdings became rarer, the nature of tobacco cultivation encouraged the increasing numbers of white farmers who could now only rent land to invest in slaves rather than land: Because the soil would be depleted in just a few years, it made sense to the farmer to invest his capital in the labor he could move to the next plot of rented land that he occupied, rather than in the soon-to-be exhausted land itself.

[Question 5] In some areas slave populations grew from 7% (in 1690) to 35% of the region's population in 1750. It rose to about 40% by the eve of the Civil War.

[Question 6] The colonists couldn't do anything with tobacco (beyond what they smoked themselves) except sell it—they couldn't eat it or feed it to livestock or use it in construction. It was only good for converting into cash, which seemed like a very good thing when they could essentially grow "cash" in their back yards and use it to purchase other things they needed, or to pay taxes or fines. Because there was almost nothing else that the colonists could export to England that the mother country could not produce itself (and of better quality), tobacco was doubly useful to the colonists. Very early on, tobacco became fixed as the stable value of other goods, replacing gold or silver in a culture where they were scarce.

With the very rapid growth of tobacco cultivation in the colonies, however, in just a few years there was too much tobacco being grown and prices for tobacco began to drop. Disruptions in the market in Europe, such as caused by the Thirty Years' War, also contributed to a glut and, consequently, much lower prices. One such price fluctuation in 1660 drove many Tidewater tobacco growers close to bankruptcy. The colonists responded with attempts to limit tobacco production and to ensure the high quality of all the tobacco that was shipped with public warehouses, inspectors, and licensed agents.

Nevertheless, all these measures amplified the amount of control exercised over the tobacco trade. This was a colonial, "mercantile" system, whereby the colonists were required to sell their crop only to England. In return, the growers were "protected" in some ways, but only as long as they continued to supply the crop. Many growers, by the beginning of the 18th century, felt trapped by the system, and looked for ways out of it, such as trying to diversify their crops, or to free their slaves, or to develop trade in other goods, or to develop manufacturing. Yet they needed capital in order to do this, which they could only get by selling tobacco. The dilemma they faced in all this suggested to many of them that the colonies would be better off if they were independent from England.

Sources
  • Image of the tobacco plant is from the digital collections of the New York Public Library.
  • T. H. Breen. Tobacco Culture: The Mentality of the Great Tidewater Planters on the Eve of Revolution. Princeton: Princeton University Press, 2001. Orig. pub. 1985.
  • Iain Gately. Tobacco: The Story of How Tobacco Seduced the World. New York: Grove Press, 2002.
  • Frederick Gutheim. The Potomac. New York: Holt, Rinehart and Winston, 1974. Orig. pub. 1949.
  • Allan Kulikoff. Tobacco and Slaves: The Development of Southern Cultures in the Chesapeake, 1680-1800. Chapel Hill: UNC Press, 1988.
  • Arthur Pierce Middleton. Tobacco Coast. Newport News, Virginia: Mariners' Museum, 1953.
  • J. Thomas Scharf. History of Maryland: From the Earliest Periods to the Present Day. Hatboro, Pennsylvania: Tradition Press, 1967.
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Turning Turtle: Shipwrecks and Disasters at Sea

Quiz Webform ID
22410
date_published
Teaser

The ship's on her beam-ends and all's lost! Test your knowledge of maritime disasters.

quiz_instructions

When you think of life at sea, what comes to mind? Excitement? Danger? Pirates? Johnny Depp? This quiz has a bit of all of the above, with the exception of Mr. Depp. Test your knowledge of renowned maritime disasters and confrontations.

Quiz Answer

1. On December 5th 1872, the Mary Celeste was found sailing empty of all crew, but with all valuables—including her cargo of raw alcohol—still aboard. The yawl (a small boat) was missing, and two cuts were made to the bow of the ship. Which of the following theories was proposed by one of the captain's relatives?

a. Warm weather made the alcoholic cargo release gas, causing cargo barrels to explode and the crew to abandon ship.

The captain's cousin, Oliver Cobb, and the vessel owner, J.H. Winchester, felt that the cargo caused minor explosions in the hold. Following the explosions, the ship would have been abandoned in extreme haste, as such explosions were known to splinter and sink vessels.

The official opinion on the Mary Celeste was that the crew sampled the alcohol, killed the captain and his family, damaged the bow of the brig to make the vessel appear unseaworthy, and waited for another captain to "save" them from their vessel. Others held that the ship was becalmed. As it slowly drifted toward shore, Briggs and his men set out in the yawl, to avoid being onboard if the ship wrecked. However, they did not tie the yawl to the Mary Celeste; and when the wind started again, the ship abandoned them. Many other theories exist, and this remains one of history's mysteries. (Incidentally, there were no African Americans among the crew—though Sir Arthur Conan Doyle wrote a fictionalized account in which African American crewman mutinied.)

2. In November 1819, a vessel was struck and wrecked by a sperm whale the crew had seen before, at previous whaling sites. What is the name of the ship?

b. The Essex

Having survived the wreck, 20 crewmembers set out from the Essex in small rowboats with minimal supplies. Over the course of three months, they floated about the South Seas, suffering from the heat, dehydration, and starvation. The evacuees eventually resorted to cannibalism when their food stores were depleted. Eight men survived, including the captain, James Pollard, Jr., and Owen Chase, author of the best-known firsthand account of the disaster. The story of the Essex inspired Herman Melville to write his famous novel Moby-Dick.

3. The 1904 loss of the New York excursion steamer the General Slocum resulted in over 400 dead. Which factor did not contribute to the loss of life?

b. Inaccurate nautical charts

On June 15, 1904, the General Slocum departed on the annual Sunday School excursion of St. Mark's German Lutheran Church. However, unbeknownst to passengers and crew, a fire had broken out in a storage room. Many passengers died of burns, and others drowned, unable to swim. The steamer's defective life preservers added to the death toll. The preservers' insides, made of finely-ground cork, quickly became waterlogged when the preservers' rotten covers fell away. One survivor told of a woman with three children. The mother and two girls could swim, but one daughter could not. The daughter was put in a life preserver and tossed overboard, where she immediately sank.

The General Slocum disaster was recognized internationally because of the loss of so many women and children.

4. In December 1717, Blackbeard captured the sloop Margaret. What did the pirates take from the ship?

c. Cutlasses, hogs, books, and navigational tools

Captain Henry Bostock reported his losses as cutlasses, hogs, books, and navigational instruments—not the traditional image of pirate booty. However, the hogs would provide fresh meat; the books provided entertainment on board a ship where the crew often had little to do (pirate crews could be roughly 80 men strong, as compared to the 12-man crew of a merchant vessel); and accurate navigation was crucial at sea. When we think of pirates and maps, we imagine mythical treasure maps, but maps were vital to any ship—the more the better, as they were often inaccurate by as much as 600 nautical miles. Also, pirates were essentially democratic, so crews determined destinations by common vote. As a result, pirate ships often took odd, zigzagging routes, rather than tried-and-true sea paths, making maps still more valuable.

For more information

turnturtle_ctlm.jpg If you are curious about the Mary Celeste, one interesting online resource is "Sinbad's Genie and the Mary Celeste", a weather-related theory for the ship's lack of crew, written by a meteorologist.

For more information on the General Slocum disaster, try the National Archives and Records Administration's online exhibit Slocum Disasters, June 15, 1904. The page offers an image of the steamer, a contemporary newspaper page on the disaster, and the vessel's enrollment certificate.

North Carolina Digital History provides a brief biography of notorious pirate Edward Teach, better known as Blackbeard. To learn more about the wreck of his ship and about a pirate's material possessions, head to the Queen Anne's Revenge Shipwreck Project, which offers artifact images and an archaeological site map.

Sources
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The Ice Cream Wars

date_published
Teaser

Was there conflict in the past of one of our favorite summer treats? Take this quiz to find out!

quiz_instructions

The history of ice cream seems like it should be easy enough to determine, but many of its landmarks are hidden in the fog of historical controversy. Here are milestones in the history of American ice cream. Which ones are highly contested and which are not? (Hint: there are five that are contested):

Quiz Answer

1744 The first written record of ice cream in America (and the first use of the exact phrase "ice cream" rather than "iced cream" is made when a journal entry by William Black of Virginia notes that Maryland Colonial Governor Thomas Bladen notes servedice cream ("After which came a Dessert no less Curious; Among the Rarities of which it was Compos'd, was some fine Ice Cream which, with the Strawberries and Milk, eat most Deliciously…") to him and other dinner guests at the Governor's home in Annapolis:

not contested.

1774 Immigrant from London Philip Lenzi, a caterer, opens the nation's first ice cream parlor, on Dock Street in New York City. On May 12, 1777, Lenzi places the first advertisement for ice cream in America in The New York Gazette and Weekly Mercury, noting that he would make it available "almost every day.":

not contested.

1780s George and Martha Washington often serve ice cream to their guests. In one year alone, President Washington spends over $200 on ice cream, a huge amount at the time:

not contested.

1784 Thomas Jefferson records a French recipe for vanilla ice cream (custard based) in his recipe book. In 1802 at a White House state dinner, he serves small balls of vanilla ice cream encased in warm pastry:

not contested.

1806 Frederic Tudor begins cutting and shipping ice from Fresh Pond in Cambridge, Massachusetts, to states south and around the world:

not contested.

1813 James and Dolley Madison serve strawberry ice cream at Madison's second inaugural ball. Mrs. Jeremiah ("Aunt Sallie") Shadd, a freed black slave, who has a catering business in Wilmington, Delaware, makes the ice cream from her own recipe. Also working at the White House as a chef is African-American cook and entrepreneur Augustus Jackson, who, after he leaves the White House and moves to Philadelphia, creates many new ice cream recipes and a sophisticated system of distributing it to retail merchants in large tin cans:

not contested.

1832 Massachusetts brass founder John Matthews invents the soda fountain:

contested. Some sources credit Pennsylvania physician Samuel Fahnstock with inventing it in 1819. And some credit Jacob Ebert of Cadiz, Ohio and George Dulty of Wheeling, Virginia with inventing it in 1833, and taking out a patent on it.

1843 Philadelphia housewife Nancy M. Johnson invents the hand-crank ice cream freezer, and receives a patent for it, the rights to which she sells for $200 to wholesaler William G. Young:

not contested.

1851 Quaker Jacob Fussell, using icehouses and a large version of Johnson's ice cream freezing machine, begins to produce ice cream from his Baltimore, Maryland factory (and then in Washington, DC, Boston, and New York), and selling it on the street from carts, helping to turn ice cream into a cheap, regular treat:

not contested.

1867 J. B. Sutherland of Detroit, Michigan patents the refrigerated railroad car:

not contested.

1874 The ice cream soda is created by soda concessionaire Robert M. Green for the semicentennial celebration of the Franklin Institute in Philadelphia. He had been making soda drinks of sweet cream, syrup, ice, and carbonated water, a drink already well-known and called, fancifully, "ice cream soda." When he runs out of cream, he substitutes ice cream (Philadelphia-style vanilla ice cream, which means it was not custard based):

contested. Some sources say the ice cream soda was invented by two newsboys, John Robertson and Francis Tietz, at Kline's Confectionary Store in New York City in 1872, when they asked Mr. Kline to put a scoop of vanilla ice cream and a slice of pineapple into a glass of soda water.

1878 William Clewell, a confectioner in Reading, Pennsylvania, receives the first patent for an ice cream scoop. It is shaped like a candle snuffer:

not contested.

1881 The ice cream sundae is created, in Two Rivers, Wisconsin, by Ed C. Berners, who operates an ice cream shop at 1404 Fifteenth Street. A teen-aged customer, George Hallauer, asks Mr. Berner to put some chocolate sauce on his ice cream. Prior to this, chocolate sauce had been used only in ice cream sodas. Berners complies and charges Hallauer—and other customers afterwards—5 cents. He serves it only on Sunday:

contested. Some sources say the ice cream sundae was invented on Sunday afternoon, April 3, 1892, by Chester C. Platt, proprietor of the Platt & Colt Pharmacy in Ithaca, New York, when he improvised a bowl of vanilla ice cream, topped with cherry syrup and candied cherry, calling it a "Cherry Sunday," in honor of the day in which it is invented. Other sources say the phrase "ice cream sundae" was created in Evanston, Illinois, sometime in the late 1800s, when, in an effort to circumvent the religious ban against frivolously "sucking soda" on Sundays, Garwoods' Drugstore offered its customers what was essentially a concoction of everything in an ice cream soda, without the soda.

1894 Edson Clemant Baugham patents a spring-handle, one-handed ice cream scoop, which is manufactured by the Kingery Company of Cincinnati:

not contested.

1897 African-American inventor Alfred L. Cralle, while working in Pittsburgh, Pennsylvania, patents the lever-operated, half-globed-shaped, hand ice cream scooper:

not contested.

1902 Mechanical refrigeration takes over from ice and salts in the ice cream industry:

not contested.

1904 The ice cream cone is introduced, at the St. Louis World's Fair, Louisiana Purchase Exposition. An ice cream vendor named Arnold Fornachou runs out of dishes and a Syrian vendor named Abe Doumar (or a Lebanese vendor named Ernest A. Hamwi) seizes the moment to roll a "zalabia"—a sugar waffle—into a cone and comes to his rescue:

contested. Some sources say the ice cream cone was invented by Italian immigrant Italo Marciony of New York, a pushcart ice cream vendor in New York, in 1896, who also, perhaps, invented the ice cream sandwich by putting a slice of ice cream between waffle squares cut from a sheet. Other sources say the ice cream cone has its origins in the mists of history, but was first described in Mrs. Marshall's Cookery Book, whose author, Agnes Marshall, published it in London in 1888. Still others discern a woman licking an ice cream cone in an 1807 picturing fashionable customers eating at the Frascati café in Paris, although this is uncertain because cone-shaped ice cream bowls were not unknown at the time.

1904 Soda jerk (and soon-to-be graduate of University of Pittsburgh's School of Pharmacy) David E. Strickler invents the banana split (and the elongated dish to serve it in) while working in a drug store in Latrobe, Pennsylvania:

contested. Some sources credit Ernest Hazard, owner of Hazard's Restaurant in Wilmington, Ohio, with inventing the banana split in 1907, and his cousin, Clifton Hazard, with inventing the name "banana split."

1905 Eleven-year-old Frank Epperson leaves his fruit-flavored drink (powdered flavor plus water) outside in cold weather, with a stirring stick in it, and "invents" the "Epsicle ice pop," which he patents eighteen years later, in 1924. His children rename it the "Popsicle.":

not contested.

1906 In C. C. (Clarence Clifton) Brown's Ice Cream Parlour at 7007 Hollywood Boulevard in Los Angeles, California, the first hot fudge sundae is served:

not contested.

1910 President William Howard Taft begins keeping a Holstein cow named "Pauline Wayne" on the White House lawn, replacing one named "Mooley Wooly," who had provided milk (and from it, ice cream) for the First Family for a year and a half:

not contested.



1911 General Electric offers an electric refrigerator for home use:

not contested.

1919 Prohibition becomes law, causing some beer manufacturers to become ice cream manufacturers and some saloons to become ice cream parlors:

not contested.

1919 Onawa, Iowa inventor and high school teacher Christian Nelson, who moonlights as a soda jerk, invents the first chocolate-covered ice cream bar He calls it the "Temptation I-Scream Bar," and writes the advertising jingle, "I scream, you scream, we all scream for the I-Scream Bar." After going into partnership with confectioner Russell Stover, Nelson changes its name and patents it as the "Eskimo Pie.":

not contested.

1920 Youngstown, Ohio candy maker Harry Burt invents the first ice cream on a stick, the Good Humor Bar:

not contested.

1921 The Commissioner of Ellis Island provides that a scoop of vanilla ice cream be included in a "Welcome to America" meal for immigrants arriving through the facility:

not contested.

1922 Chicago Walgreens employee Ivar "Pop" Coulson takes a malted milk drink (milk, chocolate syrup, and malt), adds two scoops of vanilla ice cream, mixes it up, and creates the milk shake:

not contested.

1923 H. P. Hood of Boston introduces the paper cup filled at the factory with ice cream at the National Ice Cream Convention in Cleveland. He calls it the "Hoodsie," but it is renamed the "Dixie Cup" in 1924:

not contested.

1923 A & P supermarkets introduce ice cream cabinets in their 1,200 stores nationwide:

not contested.

1926 The Hershey's Company expands its product offerings to include Hershey's Syrup:

not contested.

1931 Ernest Wiegand, horticulturalist at Oregon Agricultural College (now Oregon State University) in Corvallis, develops the modern method of firming and preserving maraschino cherries:

not contested.

1940 J. F. "Grandpa" and H. A. "Alex" McCullough, proprietors of the Homemade Ice Cream Company in Green River, Illinois, begin to market "soft serve" ice cream under the name of "Dairy Queen.":

not contested.

1984 President Ronald Reagan designates July as National Ice Cream Month and the third Sunday of the month as National Ice Cream Day:

not contested.

Sources
  • Anne Cooper Funderburg, Chocolate, Strawberry and Vanilla: A History of American Ice Cream. Bowling Green, Ohio: Bowling Green University Press, 1996.
  • Anne Cooper Funderburg, Sundae Best: A History of Soda Fountains. Bowling Green, Ohio: Bowling Green University Popular Press, 2002.
  • Jeri Quinzio, Of Sugar and Snow: A History of Ice Cream Making. Berkeley, Cal.: University of California Press, 2009.
  • Oscar E. Anderson, Refrigeration in America: A History of a New Technology and Its Impact. Princeton, N.J.: Princeton University Press, 1953.
  • Gavin Weightman. The Frozen-Water Trade: A True Story. New York: Hyperion, 2003.
  • Sara Rath. About Cows. Stillwater, Minn.: Voyageur Press, 2000.
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Feeling Teenish Today?

Quiz Webform ID
22410
date_published
Teaser

A teenager by any other name . . . would be considered either a child or an adult. Teenagers inhabit some sort of middle of the road. They are neither fully grown and matured, nor are they young.

quiz_instructions

When did young people in their teens become “teenagers”? Put the phrases below in the order in which they were first used, starting with the earliest.

Quiz Answer

1. teen (noun) [late 17th century]
the years of the life of any person of which the numbers end in -teen, i.e. from 13 to 19; chiefly in phrases in, out of one's teens.

2. teenish (adjective) [1818]
characteristic of persons in their teens, youthful.

3. teener (noun) [1894]
one in his or her teens (U.S.)

4. teen age or teen-age (adjective) [1921]
designating someone in their teens; Pertaining to, suitable for, or characteristic of a young person in his or her teens.

5. teenager (noun) [1941]
one who is in his or her teens; loosely, an adolescent.

For more information

teenagers-ctlm.jpg Teenagers today play a central role in American culture and society. They exist not only as high school students, but as closely watched consumers and trendsetters. Yet in 1900, teenagers did not exist. There were young people in their teens, but there was no distinct teenage culture.

After 1900, reformers, educators, and legislators began to separate teens from adults and children through legislation and age-specific institutions, such as high school and juvenile courts. Between 1910 and 1930, enrollment in secondary schools increased almost 400 percent and the number of teens in school rose from 11% in 1901 to 71% in 1940. The percentage of African American teens remained lower, but also rose at a steady rate to more than 80% by the early 1950s.

During these decades, as teenagers began to develop a "teenage" culture, manufacturers, marketers, and retailers began to court high school students, especially girls, as consumers with distinct style preferences. Social scientists and parents engaged in an extensive dialogue over the nature of adolescence, high school, and the growing notion of "teenage" culture. Media also played an important role, often defining "teenager" as female.

For more on teenage and youth culture, see:

Children and Youth in History.

Joe Austin and Michael Nevin Willard, Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: NYU Press, 1998).

Sherrie Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Cultures (New York: New York University Press, 1998).

Grace Palladino, Teenagers: An American History (New York: Basic, 1996).

Kelly Schrum, Some Wore Bobby Sox: The Emergence of Teenage Girls' Culture, 1920-1945 (New York: Palgrave Macmillan, 2004).

Sources
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The Many Roots of African American Cooking

Quiz Webform ID
22414
date_published
Teaser

Africa, Europe, and North America—mix, and serve. Explore the foods that African Americans developed in the colonies, and later in the nation.

quiz_instructions

In their cooking, African Americans, from the beginning, freely combined foods from Africa with foods they found in America. In each list, check the item that does not belong.

Quiz Answer

1. These foods from the Americas, spread via Portuguese contact, were cultivated widely in West Africa in the 18th and 19th centuries.

Select the item that does not belong:
a. Peanuts
b. Tomatoes
c. Apples
d. Peppers

2. Introduced to the Americas early in the transatlantic slave trade, these foods were particularly associated with the food preferences of African slaves.

Select the item that does not belong:
a. Okra
b. Watermelons
c. Pineapples
d. Bananas

3. These foods, common in Europe and Africa, were introduced to the Americas by the earliest generation of European colonists.

Select the item that does not belong:
a. Onions
b. Celery
c. Pork
d. Chicken

4. Grown in Europe but not Africa, these foods were introduced to the Americas by early Europeans colonists.

Select the item that does not belong:
a. Collards
b. Kale
c. Turnips
d. Potatoes

5. African slaves newly arrived in America adopted these American foods into their cooking.

Select the item that does not belong:
a. Sweet potatoes
b. Corn
c. Oats
d. Lima beans

For more information

quiz-foodways-ctlm.jpg If you're in Louisiana, the River Road African American Museum offers an exhibit on African American influence on local foodways—the museum offers tours for school groups.

Online, watch a short video clip in which Dianne Swann-Wright, Director of African American and Special Programs at the Thomas Jefferson Foundation, talks briefly about food culture among the slaves at Monticello.

For recipes compiled by an African American former slave, skim the full text of What Mrs. Fisher Knows about Old Southern Cooking at Michigan State University's Feeding America: The Historic American Cookbook Project. Published in 1881, after imported food plants and foodways had become an established part of U.S. culture, this cookbook includes recipes for Southern standbys like gumbo, corn fritters, and "jumberlie" (or jambalaya). Feeding America also includes four other texts, dating from 1827 to 1917, written by African Americans who worked in food-related positions.

Sources
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Textbook Twisters: Salem Witch Trials

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Teaser

You're a witch. With accusations flying about women being witches, the communities of Salem Town and Village were in an uproar.

quiz_instructions

How has U.S. history changed in the telling? Examine each history textbook passage on the Salem Witch Trials and connect it to the year of publication.

Quiz Answer

1. The severely religious trend of thought, the barrenness of life, and the dangers from Indian attacks that impended about the year 1691, account for the occurrence in Massachusetts of the witchcraft troubles. The theory of Satanic manifestations was commonly held in European countries, and there claimed its thousands of victims. In Salem and surrounding towns, two or three hundred persons, some of them being of the highest character, were accused of having allowed themselves to become possessed by the devil. Of these, nineteen were judicially condemned and were put to death. The comparative brevity and mildness of this outburst of religious fanaticism testifies to the real sadness of the Puritan mind. Nowhere in the world at this time was life more pure or thought more elevated.

1912

2. Early in the year [1692], two children of the family of a clergyman in Salem village, the one eleven, the other nine years of age, having been for some time indisposed, and no relief being obtained from medical aid, the attending physician suggested the probability of their being bewitched. The children, informed of their supposed situation, complained of an Indian woman, and declared they were "pinched, pricked, and, tormented" by her. Other persons, soon after, afflicted with various complaints, attributed their sickness to the same cause; and several of the imagined witches were put in prison. In the month of June eleven persons were tried, condemned, and executed. The awful mania increased. In September, nine more received sentence of death. Each became suspicious of his neighbor. The charges of witchcraft, commencing with the lower part of society, extended to all ranks; even a clergyman, among others, having been executed. A confession of guilt became the only security for life; such not being condemned. In October, the number of persons accused was so great, and their standing in society so respectable, that by general consent, all persons were released, and all prosecutions dropped.

1823

3. The most plausible explanation may lie in the uncertainty of life in late seventeenth-century New England. Salem Village, a farming town on the edge of a commercial center, was torn between old and new styles of life. Some families were abandoning agriculture for trade, while others were struggling to maintain traditional ways. The villagers who exploited the new economic opportunities were improving their status relative to their neighbors. Most people were uncertain about their destiny, but none more so than adolescent girls. As children their fate lay in the hands of their parents, yet their ultimate destiny would depend on their husbands. But would their husbands be farmers or artisans or merchants? What would their future lives be like? No one knew. By lashing out and in effect seizing command of the entire town, the girls gave their lives a certainty previously lacking. At the same time, they afforded their fellow townspeople an opportunity to vent their frustrations at the unsettling changes in their lives. The accused witches were scapegoats for the shattered dream of an isolated Bible Commonwealth.

1982

4. In 1692, the supposed witchcraft broke out in Salem and Danvers. Here the first subjects of it were children. The disorder, whatever its character may have been, … [at first] affected the lower classes only; but at length it pervaded all ranks and conditions. Two daughters of a minister, in Salem, were strangely affected. Before this they had been quiet, happy children but now they began to look wild, shriek, tell strange stories, sit barefoot among the ashes, or go abroad with their clothes and hair in great disorder, looking like insane people. Sometimes they were dumb; at others they would complain of being pricked severely with pins. The madness continuing to spread… Those who confessed the crime of witchcraft, however, were not executed. It was indeed a fearful time. Multitudes were suspected and accused, and at one period no less than one hundred and fifty were in prison for witchcraft…. The excitement at length passed away; and the more rapidly in proportion as the criminals were treated with clemency. Multitudes owned, at length, that they confessed their guilt to save their lives! For a century past little has been said of witchcraft in the United States, and few believe in its existence. The events we have narrated are supposed to have been the result of delusion.

1866

Sources
  • Kyle Ward, History in the Making: An Absorbing Look at How American History Has Changed in the Telling over the Last 200 Years (New York: The New Press, 2006), 64-69.
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Life, Leadership, and Legacy: George Washington and Harry Truman

Description

From the Harry S. Truman Library and Museum:

Staff from George Washington's Mount Vernon Estate and Gardens will join with staff from the Truman Library to present this unique workshop. Both Presidents Washington and Truman will come under close scrutiny as their early life, influences, military careers, and presidency will be compared. Themes include leadership, character, decision making, and handling crises. A reenactor from the Washington era will also be present!

This two-day workshop will be a one-time offering and numerous primary sources and ready-to-use teaching materials will be supplied. In addition to excellent content, teaching strategies and methods will be discussed.

Contact name
Mark Adams
Contact email
Registration Deadline
Sponsoring Organization
Harry S. Truman Library and Museum
Phone number
8162688236
Target Audience
K-12
Start Date
Cost
$50
Course Credit
"One hour of continuing education graduate credit is offered through the University of Missouri - Kansas City for an additional fee of $75.00."
Duration
Two days
End Date

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
s
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours