Christian Heurich House Museum [DC]

Description

Visitor to this Victorian mansion can step back into family life in Washington at the turn of the century. The Victorian interior decorations and furnishings remain largely unchanged since it was built in the late 19th century. Looking very much like a medieval castle, this 31-room mansion was designed by John Granville Myers for local brewer Christian Heurich, between 1894–1896. The interior is predominately Renaissance and Rococo Revival.

The house offers tours.

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."

Anthony Pellegrino's Classroom Simulations: Begin with Paris

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Photo, Paris. Eiffel Tower, 1909-1919, LOC
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Costumes Not Required

In February 2011 two colleagues (Christopher Dean Lee and Alex de Erizans) and I completed a manuscript and presented excerpts from the paper at a social studies educator’s conference in Orlando, FL. Both the paper and the presentation were the results of successful experiences we had simulating historical events in our classrooms. We found these efforts fostered students' historical empathy and issues-analysis and decision-making skills, all necessary to the experience of “doing” history. While I admire those teachers who take simulations to the level of character reenactment—dressing the part of Napoleon to depict the Battle of Waterloo, for example—what we did here was a bit tamer, and more importantly, student-centered. For our exercise, we chose the 1919 Paris Peace Conference as the simulated historical event on which to focus. Our purpose was to provide opportunities for students to engage in deliberative exchanges based on the 20th-century event that set in motion so many truly global changes.

For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

An experience beyond traditional classroom discussion, deliberation requires generation of consensus through an investigative process. Classroom simulations employing deliberation are not new in social studies pedagogy. For over two decades organizations such as Model UN have provided opportunities for students to experience deliberation focused on contemporary global issues and challenges. These experiences, however, have largely been extracurricular and not part of the day-to-day learning environment. For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

Creating the Lesson

As preparation for the lesson, we designed various “position papers” which spelled out the proclivities and concerns of the representatives from each of the delegations at the conference including the Big Four: France, Britain, Italy, and the United States. These documents were developed using various primary and secondary sources including Margaret MacMillan’s book, Paris 1919: Six Months That Changed the World. We were fortunate that one of our colleagues, Alex, is a German historian who employed his vast knowledge and various sources to craft these documents. Websites such as Firstworldwar.com and the World War I Document Archive's post-1918 documents section provide examples of the sources we used.

We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs.

To begin, the teacher establishes delegate groups and distributes the position papers. Flexibility allows that the teacher may dictate some group dynamics. For example, the teacher may decide to assign a specific delegate group to each student or allow students to advocate for all groups within their delegation. Students might, therefore, receive all of the position papers from his or her delegation or receive only the one position paper of his or her group or nation. We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs. For example, Poles, Czechs, and Slovaks represented Northern Europe while the Turks, Arabs, and Jews represented the Middle East. Overall, four regions and the Big Four became our five delegations. For homework, students read their position papers and develop targeted questions designed to better understand their delegation’s stance.

In the subsequent class meeting the groups, representing the various delegations, are formed and tasked with reviewing the questions written for homework and developing a consensus statement (based on the position papers and various electronic and other sources available from the teacher) to be presented to the Big Four. Members of the Big Four delegation then deliberate in an effort to consider the demands of the delegates as well as their own constituents at home.

Authentic assessments are done via follow-up documents, which address the decisions of the Big Four in terms of delegations’ demands and actual outcomes of the conference. These assessments take the form of letters to the editors of home nation newspapers and detailed letters to the Big Four praising or raising concerns for the decisions made in Paris. The Big Four delegates write their own letters to home newspapers outlining the decisions they made and the reasons why these decisions are in the best interest of their constituents.

Upon completion, students will have a realistic sense of deliberating in the complex environment of 1919. Moreover, the revelations of the actual decisions made by the Big Four will likely provide memorable fodder for discussion as you move forward in 20th century history.

Expanding this Teaching Method

Our efforts in developing this simulation lesson have us excited about the possibility to find other historical events that may work with these activities. Thus far we have considered the Congress of Vienna, the Peace at Augsburg, the Continental Congress meetings, and even the Camp David Accords. As with any teaching strategy, we realize that many history teachers have successfully engaged students in activities akin to this. In an effort to amalgamate ideas, strategies, and resources, we have created a website designed to house historical simulation activities. If you are interested in employing historical simulation activities in your classroom, or if you have developed a simulation activity based on historical events, feel free to visit our nascent website, where you can find some details about the Paris simulation as well as contact information to submit your own historical simulation lesson activity.

For more information

Ready to gather primary sources to create your own position papers? We've reviewed more than 200 websites on World War I, many of them archives of primary sources.

Brown University has a few suggestions for using roleplaying in the classroom. While the Paris Peace Conference is more appropriate for high school students, you can roleplay with younger students, as well—check out Teaching in Action entry "Historical Context and Roleplaying" for ideas.

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.

A History of Fundamentalism

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Oilman and evangelist financier Lyman Stewart
Question

Where can I find a history of fundamentalism in the U.S.—when it started and how it changed over the course of time?

Answer

Fundamentalism, in the narrowest meaning of the term, was a movement that began in the late 19th- and early 20th-century within American Protestant circles to defend the "fundamentals of belief" against the corrosive effects of liberalism that had grown within the ranks of Protestantism itself. Liberalism, manifested in critical approaches to the Bible that relied on purely natural assumptions, or that framed Christianity as a purely natural or human phenomenon that could be explained scientifically, presented a challenge to traditional belief.

A multi-volume group of essays edited by Reuben Torrey, and published in 1910 under the title, The Fundamentals, was financed and distributed by Presbyterian laymen Lyman and Milton Stewart and was an attempt to arrest the drift of Protestant belief. Its influence was large and was the source of the labeling of conservatives as "fundamentalists."

Useful for looking at this history of fundamentalism are George Marsden's Fundamentalism and American Culture: The Shaping of Twentieth-Century Evangelicalism, 1870-1925 (New York: Oxford, 1980), Bruce B. Lawrence, Defenders of God: The Fundamentalist Revolt against the Modern Age (San Francisco: Harper & Row, 1989), David Beale, In Pursuit of Purity: American Fundamentalism Since 1850 (Greenville: Unusual Publications, 1986), and Mark A. Noll, A History of Christianity in the United States and Canada (Grand Rapids: Eerdmans, 1992).

Lately, the meaning of the word "fundamentalism" has expanded. This has happened in the press, in academia, and in ordinary language. It appears to be expanding to include any unquestioned adherence to fundamental principles or beliefs, and is often used in a pejorative sense. Nowadays we hear about not only Protestant evangelical fundamentalists, but Catholic fundamentalists, Mormon fundamentalists, Islamic fundamentalists, Hindu fundamentalists, Buddhist fundamentalists, and even atheist or secular or Darwinian fundamentalists.

Scholars of religion have perhaps indirectly contributed to this expansion of the term, as they have tried to look for similarities in ways of being religious that are common in various systems of belief. Between 1991 and 1995, religion scholars Martin Marty and Scott Appleby published a 5-volume collection of essays as part of "The Fundamentalism Project" at the University of Chicago, which is an example of this approach. Appleby is co-author of Strong Religion (2003), also from the University of Chicago Press that attempts to give a common explanatory framework for understanding anti-modern and anti-secular religious movements around the world.

For more information

Beale, David In Pursuit of Purity: American Fundamentalism Since 1850 (Greenville: Unusual Publications, 1986).

Lawrence, Bruce B. Defenders of God: The Fundamentalist Revolt against the Modern Age (San Francisco: Harper & Row, 1989).

Left, Right, and Center:Teaching about Conservatism>
Marsden, George Fundamentalism and American Culture: The Shaping of Twentieth-Century Evangelicalism, 1870-1925 (New York: Oxford, 1980).

Marty, Martin and Scott Appleby, eds., Fundamentalisms and Society: Reclaiming the Sciences, the Family, and Education (Chicago: University of Chicago, 1993)

Mark A. Noll, A History of Christianity in the United States and Canada (Grand Rapids: Eerdmans, 1992).

Tips to Trappers

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Julius Rosenwald
Question

What was the Sears Roebuck publication, Tips to Trappers? Were there other ways in which Sears Roebuck and its rival Montgomery Ward tried to win over farmers?

Answer

Sears Roebuck, like its competitor Montgomery Ward, built its business as a mail-order company. Consequently, many of its customers were farmers or at least lived far away from big cities. The majority of Sears Roebuck customers also ordered out of the Montgomery Ward catalog.

In the early 1920s, many of Sears Roebuck's rural mail-order customers wrote to the company asking them to set up a way for trappers to sell their furs. Beginning in late 1925, Sears Roebuck & Company, through the Sears Raw Fur Marketing Services, began buying furs from independent, rural trappers. Trappers would mail packages of their prepared muskrat, mink, otter, raccoon, fox, badger, beaver, weasel, skunk, and opossum pelts to a Sears depot. At first there was only one in Chicago, but the company soon increased the number of depots around the country, including ones in Philadelphia, Dallas, Seattle, Memphis, Kansas City, Des Moines, Denver, and Minneapolis.

Sears would grade the pelts and either promptly send the trappers a check or give them credit toward purchases from its general merchandise catalog. If the trapper was unsatisfied with the value Sears gave him, he could return the check and the company would return the furs. The vast Sears catalog carried a line of Victor, Oneida, and Gibbs traps, scents, and pelt stretchers, as well as firearms, ammunition, decoys, and a wide selection of farm equipment and supplies.

In this way, Sears Roebuck became one of the largest fur buying companies in the country. The trappers generally found the company's fur grading to be accurate and the prices paid to be fair, especially for good, large skins. The company had found a way to help their rural customers by giving them a market for their furs that was as close as their mailboxes. Farmers trapped for sport and recreation, but also to control the wildlife population that threatened their crops.

Sears Roebuck mailed more than 7 million copies of an annual publication, Tips to Trappers, a magazine of about 30 pages in length, written and edited by "Johnny Muskrat" (a trapper, as well as a Sears spokesman) "and his trapper friends."

Tips to Trappers had articles and photographs showing the best ways to find and trap animals and prepare their pelts, as well as letters from readers, techniques from renowned trappers, information on state trapping seasons and limits, news on the fur market, and instructions on how to prepare and mail pelts to Sears. Included in each issue were shipping tags for mailing packages to a Sears raw fur depot.

Sears Roebuck also ran the National Fur Show in different cities around the country each year from 1929 to 1958. Pelts that had been submitted to Sears depots during the year were judged at the shows and cash awards (and even new cars) were given for the "best prepared" pelts, regardless of their ultimate value. This helped promote and teach the company's suppliers and clients about the best ways to handle pelts.

Johnny Muskrat also had a regular radio show during the 1920s and 1930s on Sears' own Chicago-based radio station WLS ("World's Largest Store"), and then elsewhere in the country through station affiliates. He and his occasional trapper guest would talk about how to set traps, dry pelts, and other techniques. Muskrat also discussed fur market conditions, tips on camping and hunting, and pioneer life in general, as well as reading letters from his listeners.

Radio station WLS was the voice of the Sears Roebuck Agricultural Foundation, which Sears began in 1924 as a means to increase its outreach to American farmers. The programming on WLS was a mix of music and entertainment (such as its annual sponsorship and broadcast of the "National Barn Dance") designed to appeal to a rural audience, as well as regular shows for farm listeners that were devoted to growing, harvesting, and selling crops.

The Sears Roebuck Agricultural Foundation offered advice and instruction by mail to farmers and their wives who wrote to the company. The Foundation also supported rural agricultural agents, farmers' markets, cooperative associations, 4-H and FFV chapters, agricultural demonstration projects, and scholarships to agricultural colleges.

Sears Roebuck and Company's second president, during the 1920s and 1930s, Julius Rosenwald, was a true philanthropist who viewed the Sears Roebuck Agricultural Foundation not just as a way to capture customers for Sears, but as a means to improve the lives of Americans living in rural communities. He was, for example, responsible for Sears' extensive support for Historically Black Colleges, especially in the South, and for the establishment of almost 5,000 schools for African American children in the region.

After 34 years in the fur buying business, Sears Roebuck decided in 1958 to focus on urban customers and retail stores, and so discontinued, among other things, the Sears Raw Fur Marketing Services and the publication of Tips to Trappers.

For more information
Bibliography

Sears Archives

Jerry R. Hancock, Jr. "Dixie Progress: Sears, Roebuck & Co. and How It Became an Icon in Southern Culture," M.A. Thesis, Georgia State University (2008): 50-60.

Johnny Muskrat, Trapping and Fur Farming. Chicago: Sears, Roebuck and Company, 1927.

Johnny Muskrat, Tips to Trappers. Chicago: Sears, Roebuck and Company, 1932-1958.

"Johnny Muskrat to Broadcast on Seven Stations," Pinedale (Wyoming) Roundup, December 26, 1929.
Scott Childers, Chicago's WLS Radio. Chicago: Arcadia Publishing, 2008.

Boris Emmet and John E. Jeuck, Catalogues and Counters: A History of Sears, Roebuck and Company. Chicago: University of Chicago Press, 1950.

Peter Max Ascoli, Julius Rosenwald: The Man Who Built Sears, Roebuck and Advanced the Cause of Black Education in the American South. Bloomington: Indiana University Press, 2006.

Gordon L. Weil, Sears, Roebuck, U. S. A.: The Great American Catalog Store and How It Grew. New York: Stein & Day, 1977.

James C. Worthy, Shaping an American Institution: Robert E. Wood and Sears, Roebuck. Urbana: University of Illinois Press, 1984.

Anne Koenen, Mail-Order Catalogs in the US, 1880-1930: How Sears Brought Modernization to American Farmers. Paderborn: Universitat Paderborn, 2001.

Frederick Asher, Richard Warren Sears, Icon of Inspiration: Fable and Fact about the Founder and Spiritual Genius of Sears, Roebuck & Company. New York: Vantage Press, 1997.

Cecil C. Hoge, The First Hundred Years Are the Toughest: What We Can Learn from the Century of Competition between Sears and Wards. Berkeley: Ten Speed Press, 1998.

Frank Brown Latham, 1872-1972: A Century of Serving Consumers: The Story of Montgomery Ward. Chicago: Montgomery Ward, 1972.

Thomas J. Schlereth, "Country Stores, County Fairs, and Mail-Order Catalogues: Consumption in Rural America," in Simon J. Bronner, ed., Consuming Visions: Accumulation and Display of Goods in America. New York: W. Norton & Company, 1987.

Doug Golden, When the Beaver Was King. West Conshohocken, PA: Infinity Publishing Company, 2006: 32-35.

Will Troyer, From Dawn to Dusk: Memoirs of an Amish/Mennonite Farm Boy. Coral Springs, FL: Llumina Press, 2003: 153-158.