Liberty Hall Restoration

Description

Guided tour of the Kenan family ancestral home, a restored Southern plantation of the 1800s. Eleven rooms, 12 dependencies including garden shop, wine cellar, carriage house, servants quarters, chicken house, smokehouse, overseer's cottage, woodshed, tool house, wash shed and necessary house(bathhouse and privy). Also, Visitor's Center Exhibit Hall, 13-minute video and gift shop. Herb garden and recently added rose garden. There is an admission charge.

Toledo Firefighters Museum

Description

"Founded in 1976 for the purpose of preserving the history of the Toledo Fire Division and educating citizens about fire prevention and safety. In memory of fallen firefighters, the two-story museum is located in a working fire station, "Old Number 18 Fire House", circa 1920, which was replaced by a new station in 1975."

Martin House Museum

Description

"The Fulton Historical Society is located in this Civil War era home donated to the City by Leonard and Maxine Martin. The Society has taken over the operation of the home as a repository of information and materials relevant to the history of the City of Fulton and its inhabitants. In addition, the Society wishes to preserve the heritage of the community and provide educational opportunities for the purpose of increasing and enriching public knowledge."

Patents as Primary Sources

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Photo, Isaac Singer's 1854 Patent Model...
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Ever tried teaching with technology? No, we don't mean Twitter, Facebook, iPods, cutting-edge interactive whiteboards, or even video and DVD players.

We mean patents.

The U.S. Patents and Trademark Office and Google Patents stockpile millions of patents, dating from 1790 to the present. In a July 2010 Organization for American Historians article, Chemical Heritage Foundation fellow Cai Guise-Richardson suggests ways to mine these historical document collections for classroom use.

Maybe you're studying Eli Whitney's cotton gin. What did the original patent look like? Can students decipher what the device does and how it works from the diagrams alone, or is it unclear? What sort of language does Whitney use to describe his invention, and how does he think it will help society?

Ask your students to think about the technology they encounter every day. Do laptops, MP3 players, cars, phones, household appliances—even toys—ever stop changing? No—there's always a new model or a different brand to buy. Inventions in the past developed in the same way. Try a Google Patent search for "cotton gin" to discover just how many variations and improvements on Whitney's invention eager inventors have developed since 1794, when Whitney first patented his design.

Try an advanced search using a word and a date. In 1901, were there any patents containing the word "genetics?" Probably not. What about in 1954, the year after scientists Watson, Crick, and Franklin discovered the structure of DNA? How about in 1990?

Think of other terms that might show up frequently in patents in different time periods. Is "bomb shelter" more frequent after World War II? How were radioactive substances used before they were proved dangerous? Consider this 1925 patent suggesting that rendering food and water radioactive will help prevent disease and preserve freshness. Do students think we're using any inventions today that we'll wish we hadn't in the future? What sorts of words and phrases do they think would show up frequently in patents today?

Pick a phrase or an invention and start exploring! Refer to Guise-Richardson's article for more suggestions if you have difficulty searching or run dry of ideas.

American Experience: We Shall Remain

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In April 2009, the award-winning PBS series, American Experience launches an immersive look at the Native American experience with the five-episode series We Shall Remain.

Watch the series trailer and film clips to get an idea of content and concept. Actor Benjamin Bratt narrates this documentary that explores how Native peoples valiantly resisted expulsion from their lands and fought the extinction of their culture. The chronological range is impressive—from the Wampanoags of New England in the 1600s who used their alliance with the English to weaken rival tribes, to the bold new leaders of the 1970s who harnessed the momentum of the Civil Rights Movement to forge a pan-Indian identity. We Shall Remain represents a collaboration between Native and non-Native filmmakers and involves Native advisers and scholars at all levels of the project.

A teacher's guide is forthcoming in April and promises to offer techniques to integrate Native American history into the school curricula—including film-specific questions for analysis and comprehension, discussion questions, and classroom activities.

The film website includes additional resources and a bibliography of books and digital resources tied to each episode.

Local PBS stations, libraries, and educational institutions also plan events related to We Shall Remain, and an Event Calendar lists what, when, and where.

Rise of the Automobile

Question

How did the rise of the automobile affect U.S. economics, culture, and society?

Textbook Excerpt

Textbooks assemble three main narratives in automobile history: Henry Ford and the Ford Motor Company, the rise of modern industry, and the rise of leisure culture.

Source Excerpt

In primary sources, the automobile stands at the center of shifts in American definitions of work and the "good life."

Historian Excerpt

The textbook portrait misses the critical economic, social, and cultural importance of the automobile age, and the complexity of the automobile's development and impact on American life.

Abstract

The car is something that all students recognize and, in all likelihood, use every day. Considering the many aspects of the automobile and auto use can spur them to think about the fundamental changes that accompanied America's entry into the 20th century and our continued development today. Explore three main textbook narratives and other ways of examining the complex history of automobiles in America.

Innovation and Technology in the 19th Century

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Genius of Electricity, statue by Evelyn Beatrice Longman
Question

How did innovation and technology change life in the 19th century?

Answer

There were two technological innovations that profoundly changed daily life in the 19th century. They were both “motive powers”: steam and electricity. According to some, the development and application of steam engines and electricity to various tasks such as transportation and the telegraph, affected human life by increasing and multiplying the mechanical power of human or animal strength or the power of simple tools.

Those who lived through these technological changes, felt them to be much more than technological innovations. To them, these technologies seemed to erase the primeval boundaries of human experience, and to usher in a kind of Millennial era, a New Age, in which humankind had definitively broken its chains and was able, as it became proverbial to say, to “annihilate time and space.” Even the most important inventions of the 19th century that were not simply applications of steam or electrical power, such as the recording technologies of the photograph and the phonograph, contributed to this because they made the past available to the present and the present to the future.
The 1850 song, “Uncle Sam’s Farm,” written by Jesse Hutchinson, Jr., of the Hutchinson Family Singers, captured this sense that a unique historical rupture had occurred as a result of scientific and social progress:

Our fathers gave us liberty, but little did they dream
The grand results that pour along this mighty age of steam;
For our mountains, lakes and rivers are all a blaze of fire,
And we send our news by lightning on the telegraphic wires.

Apart from the technological inventions themselves, daily life in the 19th century was profoundly changed by the innovation of reorganizing work as a mechanical process, with humans as part of that process. This meant, in part, dividing up the work involved in manufacturing so that each single workman performed only one stage in the manufacturing process, which was previously broken into sequential parts. Before, individual workers typically guided the entire process of manufacturing from start to finish.

This change in work was the division or specialization of labor, and this “rationalization” (as it was conceived to be) of the manufacturing process occurred in many industries before and even quite apart from the introduction of new and more powerful machines into the process. This was an essential element of the industrialization that advanced throughout the 19th century. It made possible the mass production of goods, but it also required the tight reorganization of workers into a “workforce” that could be orchestrated in various ways in order to increase manufacturing efficiency. Individuals experienced this reorganization as conflict: From the viewpoint of individual workers, it was felt as bringing good and bad changes to their daily lives.

On the one hand, it threatened the integrity of the family because people were drawn away from home to work in factories and in dense urban areas. It threatened their individual autonomy because they were no longer masters of the work of their hands, but rather more like cogs in a large machine performing a limited set of functions, and not responsible for the whole.

On the other hand, it made it possible for more and more people to enjoy goods that only the wealthy would have been able to afford in earlier times or goods that had never been available to anyone no matter how wealthy. The rationalization of the manufacturing process broadened their experiences through varied work, travel, and education that would have been impossible before.

For more information

J. D. Bernal, Science and Industry in the Nineteenth Century. Bloomington: Indiana University Press, 1970. First edition published 1953.

Thomas Parke Hughes, American Genesis: A History of the American Genius for Invention. New York: Penguin Books, 1989.

Jack Larkin, The Reshaping of Everyday Life: 1790-1840. New York: Harper Perennial, 1989. First edition published 1988.

Walter Licht, Industrializing America: The Nineteenth Century. Baltimore: Johns Hopkins University Press, 1995.

Carroll Pursell, The Machine in America: A Social History of Technology. Baltimore: Johns Hopkins University Press, 1995.

Stumbling Down the Road to Health

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22415
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Teaser

It seemed like a good idea at the time. . . Identify "healthful" ingredients.

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In every era, people chase the shining ideal of long life and perfect health—but sometimes the tools they use harm more than help. From poisonous pills to deadly drinking water, the next best thing has often been anything but. Choose the correct answers for the questions below:

Quiz Answer

1. Calomel, made popular by physician and patriot Dr. Benjamin Rush in the late 18th century, was perhaps the most commonly prescribed medicine through the first half of the 19th century. In the 1850s, it was recognized that the most important ingredient, which induced salivation and vomiting, poisoned patients over the long run. What was that ingredient?

b. Mercury. Specifically, Mercurous chloride, which, when acted on by stomach acid, freed the mercury and settled in the joints, loosened the teeth, inflamed the gums, and, with continued or heavy use, could result in mental debility and death.

2. Starting in the 1930s, shoe stores commonly measured children's feet with a new machine. This machine promised to ensure precise fitting of shoes, allowing children's feet room to grow properly. The machines were banned in the 1950s, however, because they used what to measure the feet?

b. X-rays. The shoe stores' young customers were directed to stand up against a cabinet and place their feet, still in their shoes, inside. An x-ray image of their feet inside their shoes could then be viewed on a screen.

3. In the 1920s and 1930s, manufacturers of consumer goods identified a new "rejuvenating" and "reinvigorating" ingredient that they added to face cream, lipstick, sunburn cream, toothpaste, and chocolate. Most of these products were made in Europe and imported into the U.S., but they were all eventually banned as health risks. What ingredient caused concern?

a. Radium. The Radior Company in London manufactured radium-impregnated foundation power and other radioactive cosmetics. French and German manufacturers sold radium toothpaste and chocolate and also used thorium in cosmetics.

4. Beginning in 1870, General Augustus J. Pleasanton (1808-1894) publicly promoted bathing in light of a specific color. Pleasanton and his advocates believed the light was a panacea which would cure most ailments and give people supernormal physical and mental powers. From 1875 to 1877, replacing clear glass windowpanes with glass panes tinted this color became a national craze. What color was it?

c. Blue. The "Blue Glass Cure" was the brainchild of Pleasanton, who wrote The Influence of the Blue Ray of the Sunlight and the Blue Colour of the Sky, in developing animal and vegetable life; in arresting disease, and in restoring health in acute and chronic disorders to human and domestic animals … in 1876.

5. From 1952 to 1956, manufacturer P. Lorillard sold its brand of Kent cigarettes with special "Micronite" filters. The filters were made of cellulose, acetate, and a third ingredient, intended to increase the cigarettes' ability to deliver less harmful smoke. Instead, this ingredient caused its own health concerns, leading Lorillard to discontinue its use. What was the ingredient?

a. Asbestos. Industrial workers mixed an especially pernicious form of asbestos with cellulose and acetate in huge machines to create Crocodilite fibers. Many of these workers later developed cancer.

6. From the 1860s and well into the 20th century, special belts were marketed to men. Designed to be worn around the waist (some with downward extensions), they were supposed to rejuvenate men who felt "weak" in some way. Magnets were sewn into the first belts, but by the 1880s, many belts used something else that aimed to "rejuvenate the flesh." What was it?

d. Electrical current. The first belts, with copper or silver discs sewn in, produced their weak current through soaking in salt water. Later belts used batteries to produce their current.

For more information

 health-image-ctlm.jpg For more on health in U.S. history (and the business, ethical and not, of medicine), search NHEC’s Website Reviews using Topic: Health and Medicine, to turn up reviews and links to websites including Duke University’s Medicine and Madison Avenue,—a collection of health-related advertisements from the 1910s through the 1950s—and the Eugenics Archive, an online archive and exhibit documenting a sinister health “fad."

The Hagley Museum and Library hosts a digital exhibit on patent medicines, while the Smithsonian Institution’s National Museum of American History offers the digital Balm of America: Patent Medicine Collection

If you want to bring some drama into your classroom, Donald W. Gregory’s play Radium Girls tells the story of a group of early 20th-century New Jersey factory girls who painted watch faces with “harmless" radium—and found themselves developing jaw cancer from “tipping" their paintbrushes on their tongues. The play also looks at the use of radium in other products, including health drinks, and the exposes and cover-ups that occurred when people began to learn about radium’s effects. Claudia Clark’s book Radium Girls: Women and Industrial Health Reform: 1910-1935 takes a scholarly, nonfictionalized look at the same story.

The Internet Archive provides the full text of Augustus Pleasonton’s The Influence of the Blue Ray of Sunlight ….

Sources
  • Ads for Dr. A. Reed Shoe Company X-Ray Shoe Fitter machines. Los
    Angeles Times
    , (Los Angeles, CA) 1929.
  • Ads for Radior cosmetic products. New York Times, (New York,
    NY) 1916-1919.
  • "Blue Glass Bonanza." Denver Daily News, (Denver, CO) Jun. 11, 1876.
  • "Blue Glass," sheet music, by Sam Devere, published by Louis Goullaud,
    Boston, 1877.
  • "Drs. Owen, Cheever, Heidelberg, Horne, Edison, Copeland, Sanden,
    Cook, Bennett, and Chrystal electric belts," 1875-1889, newspaper ad
    for Health and Strength Regained, 1896.
  • Gibbons, Roy. "Ban on X-Ray Shoe Fitting Devices Urged," Chicago
    Daily Tribune
    , (Chicago, IL) June 3, 1959.
  • Mack, E. "Blue Glass Schottische." Philadelphia: F. A North, 1877.
  • Oak Ridge Associated Universities. "Shoe-Fitting
    Flouroscope
    " Health Physics
    Historical Instrumentation Museum Collection
    . 26 January
    2010. http://www.orau.org/ptp/collection/shoefittingfluor/shoe.htm.
  • Pancoast, Seth.
    Blue
    and Red Light; or, Light and its rays as medicine; showing that light
    is the original and sole source of life …
    . Philadelphia: J.
    M. Stoddart, 1877.
  • Pleasanton, Augustus James. The
    Influence of the Blue Ray of the Sunlight
    . Philadelphia:
    Claxton, Remsen and Haffelfinger, 1876.
  • "States Urged: Outlaw X-Ray in Shoe Fitting," Chicago Daily
    Tribune
    , (Chicago, IL) August 26, 1958.
  • "Supernal Vision; the Culminating Scientific Discovery of the Century;
    Wonders of Blue Light: Females Seven Years of Age Developed into
    Full-Grown Women: Thought Becoming Apparent," St. Louis
    Globe-Democrat
    , (St. Louis, MO) July 16, 1876.
  • Youmans, E.L. "Editor's Table: Concerning 'Blue Glass,'" Popular
    Science Monthly
    , May-Oct. 1877.
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Worklore: Brooklyn Workers Speak

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Photo, Brooklyn Battery Tunnel Construction Workers, 1947
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This site explores the work lives of Brooklynites (historic and present) as they made their living in the borough. The site has four main sections: Confronting Racial Bias documents discrimination in the workplace; Women Breaking Barriers examines the ways in which women's work roles changed over the decades; Seeking a Better Life takes a look at the issues facing new immigrants; and Changes in the Workplace discusses challenges such as unemployment and job displacement.

Each section contains an approximately 2,000-word article on its respective topic, photographs, and audio files of people speaking about their various vocations. The site also includes eight help wanted advertisements from the 1850s, 1860s, 1920s, and 1930s.

Visitors should not miss the interactive feature Can You Make Ends Meet?, where they can pick one of four vocations, and see if they can stretch their salary out to adequately include housing, transportation, and entertainment.

Telling Your Story allows visitors to share their own recollections of Brooklyn life. The site includes few primary sources, but the personal stories of Brooklyn workers may be useful to students, teachers, or researchers.