Professors Ngo Ving Long and Noam Chomsky detail the U.S.'s oppression and killing of civilians in Vietnam during the Vietnam War, arguing that the U.S. public today has not learned from the war and does not remember it clearly and objectively.
Professors Lawrence J. Vale, Thomas Kochan, and J. Phillip Thompson discuss issues related to the destruction of New Orleans by Hurricane Katrina and the recovery of New Orleans. Vale looks at past urban disasters and how these cities have changed and recovered; Kochan contrasts Franklin D. Roosevelt's response to Pearl Harbor with Bush's to Katrina; and Thompson looks at racial tension in New Orleans, prior to and after the hurricane.
Professors David Thorburn, Thomas Pettitt, Lewis Hyde, and S. Craig Watkins discuss the present-day phenomena of media editing and remixing. Following Thorburn's main lecture on current examples, Hyde presents Benjamin Franklin as an early "intellectual pirate," through his bringing export-forbidden printing technology from England; and Watkins discusses the oral history and exchange tradition in African American music, relating it to voice-sampling in modern rap and hip-hop.
What can we learn about the importance of population change and industrial development in Detroit, MI? What does the Detroit story tell us about industrialization in American history? Do upsurges or downturns in the population become permanent? Or do they change direction again? Where do the people come from who determine the population changes, and where do they go? The 2010 Census and other demographic data helped me answer these questions for myself. Students can use demographic data to answer questions in similar ways.
Detroit's volatile population changes drew media attention in the spring of 2011 as the 2010 Census figures were being rolled out. I became curious about the reasons for this population change. The overall U.S. population reached 308 million in 2010, about a 10% growth rate, from 2000. Most states and major urban areas grew at a 1% per year rate. There were, however, a few areas which did not grow, but declined. One of those was Detroit.
I wanted to know more about the situation with Detroit and why people came and left at different times in its history. I looked into Detroit's population history through the once-a-decade census reports that are available from the U.S. Census Bureau, the 2010 Census website, and the University of Virginia's Historical Census Browser. The Census Bureau also published the American Community Survey in the years 2005–2009 that covers occupations, social statistics, housing, mobility, language use, country of origin, and other data. These surveys are available on Detroit's Population and Housing Narrative Profile and in its American FactFinder.
To get a feel for the demographic volatility in the history of Detroit since 1850, I examined the Census figures for each year and the percentages of increase or decrease:
Now that I had the numbers, I looked for interpretations. An NBC analysis of Census figures attributes the Detroit population decline to "steady downsizing of the auto industry":
Detroit's population peaked at 1.8 million in 1950, when it ranked fifth nationally. But the new numbers reflect a steady downsizing of the auto industry—the city's economic lifeblood for a century—and an exodus of many residents to the suburbs. Detroit's population plunged 25% in the past decade to 713,777, the lowest count since 1910, four years before Henry Ford offered $5 a day to autoworkers, sparking a boom that quadrupled the Motor City's size in the first half of the 20th century.
This led me to ask, what did Detroit's actual population look like in earlier years? I examined some of these periods of time, using older census data. The 1950 U.S. Census found that the population of the city was 1,849,568. It had grown by over 200,000 from its 1940 population of 1,623,452. The foreign-born population was 276,000 from Canada, Poland, Italy, Germany, the USSR, England/Wales, and Scotland. The black population was 300,506. The 1910 U.S. Census revealed that the total population was 465,786. The native white population was 115,106, the black population was 85,000, and the foreign born was 156,555. The foreign born of this era came from Germany, Canada, Russia, Austria, Hungary, Ireland, and Poland.
Finally, I checked Detroit's pre-industrial censuses from 1850 to 1880 and found the area to be rural but commercially active as a Great Lakes port. It grew rapidly in these years, but had only a small fraction of the population it would later have during the rapid growth of the auto industry.
Now I had another question. Where did the people who contributed to this growth come from? The Detroit News' website, detnews.com, gave me an answer in an article by Vivian Baulch entitled "Michigan's Greatest Treasure-its people." This article presents an ethnic description of Detroit from the time that it was an important stop on the Underground Railroad through the boom years of the auto industry. The article concludes with a quote by historian Arthur Woodford:
Detroit has "the largest multi-ethnic population of any city in the United States. Detroit has the largest Arabic-speaking population outside of the Middle East, the second largest Polish population in America (only Chicago has more), and the largest U.S. concentration of Belgians, Chaldeans and Maltese."
Another source is the U.S. Senate's hearings in 1908–1911 on Immigration and Industry. Known as the Dillingham Commission, the hearings' 31 volumes have been digitized by Stanford University's e-brary. Volume 8 provides an insight into Detroit's diversity as shown by the children of immigrant workers in their school settings.
These population figures, when I connected them to the rapid growth and consolidation of the auto industry and the upsurge in immigration and internal migration, gave me an overview of what happened in Detroit. It showed a boom and bust cycle in industry and the apparent willingness of many people to leave the city and/or metropolitan area when economic conditions are bad. The rise and decline of the American auto industry helped me get a grip on industrialization as a major factor in population growth and decline. Other industries such as iron, steel, car parts, batteries, tires, and glass are at least partially dependent on, or tied to, the fortunes of the auto industry, and thus whatever happens to the auto industry in Detroit has an impact on the national industrial scene. Other nearby formerly industrial cities have demographics similar to Detroit's. However, the decline may not be permanent. The auto industry has begun a modest revival and may continue to grow in the near future. Detroit is still the center of this industry and may again rise to a greater position of prominence among American cities.
By exploring census and other demographic data, students can form their own historical questions and answer them by tracing quantitative and interpretative information, just as I did. Population and industry shifts can rarely be understood from one source. Ask a question and use the information you find to assemble you own answer.
Associated Press. "Census: Detroit's population plummets 25 percent". March 22, 2011. Accessed May 26, 2011.
Baulch, Vivian. "Michigan's Greatest Treasure-its people." Detroit News. September 4, 1999. Accessed May 26, 2011.
Intimidated by the thought of working with quantitative data (numbers)? Professor Gary Kornblith guides you through finding and interpreting such data.
If you're looking for some numbers to crunch, more than 50 websites we've reviewed feature quantitative data. Last year, our blog also suggested ideas for teaching with census data.
Some students in class today may have clear memories of the events of September 11, 2001. Some may have vague memories. Others may have been born years after the attacks. The 10th anniversary of 9/11 presents an opportunity for educators to explore with students what it means to experience history. Were students alive during the attacks? Do they remember them? How do their parents remember the attacks? How did adults they know make sense of the events as they happened? How do people who were alive during the attacks interpret the past when its events are close and painful? How long does it take for historians to find a framework in which to fit events such as 9/11? People watching the World Trade Center towers collapse knew that 9/11 would appear in history books later—what has happened during students' lifetimes that they think was "history in the making?"
One way to teach 9/11 is to compare and contrast it with other past events that witnesses believed were history in the making. Lesson plans often feature the bombing of Pearl Harbor and the assassination of JFK as comparable to 9/11, but what about the bombing of Hiroshima and Nagasaki? The assassination of Abraham Lincoln? The assassination of William McKinley? The Boston Massacre? The Springfield Race Riot of 1908?
How many people witnessed those events? How many of them witnessed them in person? How well were the witnesses prepared for the events? Did they know ahead of time what the effects might be? Did they share their eyewitness knowledge freely with others, or keep it secret? What did people write about these events immediately after they happened? Years after they happened? Does where something happens make a difference in how people react to it? Has technology made a difference?
Regardless of how you choose to teach 9/11 and whether or not you contrast it with other historical events, approach the subject thoughtfully and with clear goals. To honor the anniversary and to help you as you learn about, teach, and remember the day and its effects, we've gathered together our 9/11 resources on one page: "In Remembrance: Teaching 9/11."
Our spotlight doesn't include all of the many resources available online. More examples follow. Some were created in the immediate wake of 9/11 and some were created 10 years later, in the present day. You can use the older materials as they are, or use them as primary sources in their own right. They represent snapshots of writers, publications, and educators trying to make sense of a sudden, horrifying event.
If you are contrasting 9/11 with other traumatic events in U.S. history, you may want to compare these early reactions with early reactions to those events. How did schools, educators, and students react to violence in the past?
From 2001:
From 2011:
Many websites and publications also offer primary sources, yet to be interpreted for educational use or packaged into lesson plans. If you have the time to search for and browse these materials, they can provide a rich base from which to assemble your own comparison of past and present. Here are some examples:
Soaring food prices, a hunger for locally grown produce, high obesity rates, and the desire by people to reconnect with nature and with each other have sparked a national renaissance in community gardening. As part of this movement, school gardens are sprouting up everywhere. Teachers are using these green spaces to teach a variety of subjects, including horticulture, nutrition, history, science, math, writing, and art.
The idea of incorporating gardens in schools began in the late 19th century when Henry Lincoln Clapp, a teacher at the George Putnam Grammar School in Boston, MA, established the first school garden. Inspired after visiting school gardens in Europe, Clapp created a wildflower and vegetable garden at Putnam in 1891 with support from the Massachusetts Horticultural Society. The establishment of school gardens soon spread throughout the state and eventually became a nationwide movement, with an estimated 75,000 school gardens by 1906.
For garden advocates, integrating school gardens in the public schools served many purposes. It was a way to get city children outside, engage them in physical activity, and instill in them a sense of pride and teamwork as they cultivated and maintained their gardens. Gardening classes provided students with vocational and agricultural training. Teachers taught a variety of subjects through garden activities. Students practiced writing by keeping planting journals and writing compositions about the garden. Math skills were acquired by counting seeds, measuring garden plots, and determining the appropriate soil depth for planting. Students learned botany and entomology by observing plants and insects and their interrelationships. Geography and history came into play when students studied the origins of fruits and vegetables and planting customs among different cultures. The gardens provided inspiration for drawing, painting, and performing music. In 1914, the federal government established the Bureau of Education’s Office of School and Home Gardening, which promoted school gardens and provided “how-to” pamphlets and course guides.
Children’s involvement in gardening took on a new urgency when the United States entered World War I in 1917. In order to provide food to European allies facing a food crisis and to U.S. troops fighting overseas, citizens were encouraged to grow food for domestic consumption as part of the war garden campaign. Children were enlisted to join the School Garden Army, which adopted the motto, “A garden for every child, every child in a garden.” Students became important contributors to the garden campaign, growing thousands of dollars worth of produce in their school and home gardens.
When the United States entered World War II, children once again played an active role in growing fruits and vegetables to assist in the war effort. During the war, citizens were encouraged to establish victory gardens in their backyards, vacant lots, and schools to provide food for civilians and troops. Gardening was also promoted to boost morale, encourage physical activity and healthy eating and to help Americans deal with the stresses of war. The U.S. Office of Education encouraged victory gardening at schools and promoted school lunch programs that served locally grown fresh fruits and vegetables. The Boy Scouts of America, 4-H clubs, parks and recreation departments, churches, and many civic organizations were involved in victory gardening programs for children. In 1944, the U.S. Department of Agriculture reported that victory gardens produced 40 percent of the vegetables that were consumed nationally.
The post-war suburban housing boom of the 1950s and 1960s generated more interest in backyard gardening than in community gardening. This changed in the 1970s when rising food prices, an increase in environmental awareness, and a desire by citizens to revitalize neighborhoods plagued by crime and neglect sparked a new community garden movement. Citizens and non-profit groups, such as Boston Urban Gardeners and New York’s Green Guerillas, turned vacant lots into colorful, productive green spaces. The U.S. Department of Agriculture initiated the Urban Garden Program in 1976 to help residents in major cities grow their own food. Educators and activists who were concerned that children were disconnected from nature and unaware of where their food came from reached out to young people and encouraged them to participate in neighborhood, youth, and school gardens. In a 1974 article in the Washington Post, writer Henry Mitchell noted that in Washington, DC, “there are 1,000 small gardens about town in which children grow such plants as the radish, the onion, and (as the weather stops being barbarous) the tomato.”
Since the 1970s, the popularity of school and youth gardens has grown steadily. California took the lead in 1995 by launching the “Garden in Every School” program. As in the school garden movement of the late 19th and early 20th centuries, teachers are utilizing these outdoor classrooms to teach a wide range of academic subjects through hands-on experiential activities. In addition, educators are using school gardens to encourage a healthier lifestyle, promote environmental stewardship and provide students with the opportunity to develop leadership and team-building skills.
These free resources provide ideas on how to incorporate school gardens into the academic curriculum, including social studies:
Lawson, Laura. City Bountiful: A Century of Community Gardening in America. Berkeley: University of California Press, 2005.
Mitchell, Henry. “A Child’s Garden in The City.” The Washington Post, May 19, 1974.
School Gardens with Constance Carter. Library of Congress webcast.
Test your knowledge of (modern) historical gardening with our quiz on victory gardens!
From the Gilder Lehrman Institute:
"Edward Ayers, President of University of Richmond, discusses how to define an 'era.' He reviews African American history and women's history throughout the 20th century to illustrate the fact that one event does not necessarily lead to another, and that history does not always follow a logical trajectory."
From the Gilder Lehrman Institute:
Larry Kramer, Dean at Stanford Law School, walks his class through the complicated legal twists and turns created by the Court's Brown v. Board of Education decision. He explains the ramifications of Brown on the various desegregation cases that followed it, up through the 1970s.
From the Glider Lehrman Institute of American History website:
"This short video looks at documents from the Gilder Lehrman Collection that show the tremendous concern of the Association of Manhattan Project Scientists toward nuclear power in peacetime."
Offers hundreds of lesson plans composed by teachers, on a variety of subjects, organized into three groups—K-5, 6-8, and 9-12. Provides 31 plans for grades 9-12 on U.S. history topics, including civil rights, balancing budgets, jazz, opposing views of the Vietnam War, Native American history, the Cold War, Japanese-Americans during World War II, racism, NATO, the Salem Witch Trials, U.S.-Cuba relations, and "The Power of Fiction," focusing on socially-relevant texts. Also includes 33 Literature plans—many on works by American authors—and plans for world history and ancient history. Valuable for high-school level history teachers.