Panic of 1873

Question

What was the economic and social impact of the Panic of 1873?

Textbook Excerpt

Textbooks differ in their treatment of the Panic in significant ways. Most tie the depression to the national political controversies surrounding Reconstruction. Too often, textbooks combine the Panic with the political scandals which rocked the Grant administration. While certainly a source of the political crisis facing Republicans in the 1870s, the roots of the Panic run far deeper than merely Grant’s poor political skills.

Source Excerpt

Limited by the amount of gold held in the U.S. Treasury, access to currency and credit contracted sharply, interest rates skyrocketed, and investors were forced to pay off their high stakes gambles (made with cheap paper dollars) with hard-earned gold. Sources bring to light the integral nature of bimetallist theory and its effect on the economy rather than the political climate and scandal that surrounded the Federal Government.

Historian Excerpt

The Panic of 1873 stands as the first global depression brought about by industrial capitalism. It began a regular pattern of boom and bust cycles that distinguish our current economic system and which continue to this day. While the first of many such market “corrections,” the effects of the downturn were severe and, in 1873, unexpected. In 1873 modern economic adjustments were unknown and the ability of national authorities to control the money supply was immature. As a result, the Panic of 1873 led to the longest recorded economic downturn in modern history.

Abstract

Most Americans are familiar with the Great Depression, beginning in 1929, and the economic safety nets established in response to the crisis, such as Social Security and the right to collective bargaining, from 1933 to 1938. Some know of the equally dire economic conditions, starting in 1893, and how this spurred federal progressives like Teddy Roosevelt, William Howard Taft, and Woodrow Wilson to strengthen public oversight of corporate trusts, child labor, banking, monetary policy, and tariffs. Yet almost no one knows of the profound economic collapse that struck the United States following the Civil War or its equally substantial effect upon the social and political trajectory of the nation. The Panic of 1873 began in Europe, but quickly spread to the United States producing 65 months of depressed economic conditions.

Stop and Source!

Image
photography, Jonathan with a ball, c. 1957 digitized 23 May 2010, Flickr CC
Question

I am teaching first grade. As part of the lesson I am going to put photographs of families from the 1900s into an album and ask the students how these families are the same or different than their own families. Any suggestions on how to spice this up?

Answer

Before you place photos in an album and make comparisons, use your pictures to introduce an activity called Stop and Source. Sourcing refers to taking inventory of the creator, date, place, and type of a piece of evidence in order to “read” it more accurately. Sourcing is an essential skill for critical analysis and information literacy. As soon as children have books read aloud to them or look at pictures, they can be introduced to the concept that all texts, written or visual, have a creator and a time when they were made.

  1. Choose pictures for which you have some source information such as the date taken, the photographers’ names or where they were taken, etc. You may wish to use pictures from the late 1800s to make a bigger contrast with today.
  2. Project a long ago picture with an overhead or interactive board and ask your students to describe what they see.
  3. Next, project a picture from today and again ask your students to describe what they see.
  4. Ask your students what is different about the pictures.
  5. Ask your students why these things are different.
  6. Next, share the available source information for the pictures with your class, such as:
    • WHO took the picture?
    • WHEN was the picture taken?
    • WHERE was the picture taken?
  7. After you share the source information for each picture, ask your students if the dates are the same or different, if the places and photographers are the same or different, etc. Could differences in time and place that we find in the source information begin to explain some of the differences in the pictures?
  8. To help your students remember to always look for sourcing information when they read a book or look at a picture, teach them to Stop and Source with a kinetic activity. Ask them to stand up, raise a hand to their shoulder, palm out, then push it forward as they say “Stop and Source!” Do this a few times, then return to your activity.
  9. Project another photo and ask your class what to do first. Hopefully they will say “Stop and Source!”
  10. Repeat the comparison of a pair of pictures from long ago and today.

This activity will help your students begin to develop a sourcing habit, and understand that source information helps us “read” pictures accurately.

Bibliography

Wineburg, S. and D. Martin. "Seeing Thinking on the Web." The History Teacher 41(3) (2008).

For more information

The Bringing History Home project's Source, Observe, Contextualize, Corroborate Visual Image Analysis Guide can help guide your students' sourcing.

Or check out this Ask a Master Teacher by Teachinghistory.org on using scrapbooking in the history classroom.

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

Description

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

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

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
Annotation

This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.

Resources for Flag Day

Date Published
Image
Envelope, Elmer Ellsworth with sword, pistol, and flag, c.1861-1865, LoC
Article Body

Do you celebrate Flag Day? Though not an official federal holiday, June 14 (one week from today) memorializes the day when the Second Continental Congress approved the first version of what evolved into our modern national flag.

Since 1777, the flag has gained 37 stars and exact specifications for color and design, but it's always been recognizable. Red, white, and blue, it has waved over people, places, and events throughout U.S. history. How much do your students know about the flag and its history? If you ask them to share what they know, do they offer stories about Betsy Ross or the writing of "The Star-Spangled Banner"? Use these stories as starting points or explore other pieces of flag history with free online resources.

On Teachinghistory.org
  • Historian John Buescher describes the history of the flag—and the history of the story of Betsy Ross.
  • Historian Alan Gevinson looks at the design of the Confederate flag and how it differs from the U.S. flag.
  • In Lesson Plan Reviews, we explore the strong points of a Smithsonian Institution lesson on "The Star-Spangled Banner" and the War of 1812.
The Wider Web
  • The Smithsonian National Museum of American History lets you interact online with the flag that inspired the national anthem.
  • The Smithsonian exhibit July 1942: United We Stand looks at ways the image of the flag was used in World War II.
  • You can find more flag-related artifacts on the Smithsonian National Museum of American History's History Explorer.
  • OurStory, another project of the Smithsonian National Museum of American History, offers a reading guide for the picture book The Flag Maker, which looks at the flag that flew over Fort McHenry during the War of 1812.
  • The Library of Congress suggests questions to ask students about the flag and related primary sources.
  • When Alaska and Hawaii became states, the 48-star flag needed two new stars. The National Archives preserves two possible designs sent to the White House by citizens.
  • Every year, the president proclaims Flag Day. Read recent proclamations at the White House website.
  • EDSITEment offers crosscurricular lessons on the flag as a symbol and other symbols of the U.S.
For more information

Looking for resources for other holidays? How about heritage months? Check out Teachinghistory.org's spotlight pages! Spotlight pages are available all year long and update constantly.

The Early Conservation Movement

Question

Was it successful for everyone?

Textbook Excerpt

Most begin by describing how industrialization marred the environment and wasted natural resources. They then describe how President Theodore Roosevelt secured new laws that gave the federal government power to curb environmental abuses and manage natural resources.

Source Excerpt

Sources show how conservation laws designed to protect wasteful and damaging uses of natural resources created entirely new categories of crime. They redefine traditional “pioneering” activities such as carving farmland out of the public domain, building log cabins, and hunting animals for food as the crimes of squatting, timber theft, and poaching. They also reveal how conserving Yosemite and the Grand Canyon for public enjoyment carried significant costs for Native Americans who called these places home.

Historian Excerpt

Historians describe the conservation movement as significantly more diverse, both geographically and politically, than textbook accounts suggest. They tend to emphasize the movement’s strong ties to the larger Progressive movement, explore conservation’s national scope, and highlight the work of local grassroots leaders. Historians have also emphasized the significant human costs and unintended environmental consequences of key conservation policies.

Abstract

Textbooks celebrate the conservation movement as an unalloyed success: New forestry laws prevented widespread clear-cutting, erosion, and fires. Game preservation laws protected wildlife from overhunting. Reclamation laws reformed the haphazard use of scarce water resources in the American West, enabling agricultural expansion. Preservation laws protected areas of scenic beauty from privatization and tacky commercial development. Yet historians have depicted the conservation movement much more broadly—and have assessed its legacy more critically. Why?

The Civil War in American Memory

Description

From the Gilder Lehrman Institute of American History website:

"Gary Gallagher, John L. Nau III Professor in the History of the American Civil War at the University of Virginia, discusses the different Civil War narratives that emerged in the popular consciousness in the century after the war. From the 'Lost Cause' rhetoric of the defeated Confederacy, in which an unapologetic South found honor in defeat, to the 'Emancipation Cause' advanced by the Union, which held that the North went to war in order to liberate slaves, Gallagher explains that these narratives drew both on fact and myth and were critical in the formation of regional and national American identity."

The Three Constitutions

Description

In this lecture from the Gilder Lehrman Institute of American History, Professor Cornell examines the three distinct phases of the Constitution. "The first is the Constitution in the 18th century as imagined by the Founding Fathers. The Constitution went through another incarnation after the Civil War. Professor Cornell will then look at the Constitution in the decades after the New Deal to the present."

Helen Keller Kid's Museum

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Photo, Helen and Anne playing chess, 1900, American Foundation for the Blind
Annotation

The main feature of this website is an exhibit presenting the story of Helen Keller's life through five exhibits. Each exhibit offers text and photographs that examine a different period of her life from childhood through her career as a champion of the blind and a world figure. Together, the exhibits contain more than 30 photographs. "Who Was Helen Keller" offers a short Helen Keller biography; a recommended reading list with 19 books, including seven works by Helen Keller; a link to a free version of Keller's The Story of My Life; some fun facts and quotes; and a link to the Helen Keller Archives. The site also includes a chronology of Keller's life. This website is an excellent aid to teaching children the inspiring story of Helen Keller's life.

Anne Sullivan Macy: Miracle Worker

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Photo, Anne Sullivan stands with Helen Keller, c. 1893, AFB
Annotation

This website is dedicated to the life and legacy of Anne Sullivan Macy, who, in the words of the site's authors "was a pioneer in the field of education." The exhibition tells her story through an introduction and five galleries, each focused on a different period in the inspiring story of Macy's life, including galleries on her childhood and her work teaching Helen Keller that became the basis for the play The Miracle Worker. The galleries feature excerpts from Macy's correspondence and writings, quotes contained in various biographies, and passages about Macy from Helen Keller's Teacher: Anne Sullivan Macy. The full-text of many of Macy's letters are available. All 47 images can be viewed in a larger size and are accompanied by descriptions. The site also offers a brief, one-page biography of Macy; a chronology of her life; and a recommended reading list with 10 books (two for children). An outstanding introduction to the life of this extraordinary teacher.