Diversity in the 1920s

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Question

How would John J. Pershing feel about the increased diversity of the 1920s era?

Answer

Pershing undoubtedly had complex views on race and American citizenship, probably not so different from his political ally and fellow Republican, Theodore Roosevelt. Given his command of African American “Buffalo Soldiers” in the 1898 Spanish-American War and his participation in the Wounded Knee Massacre of Lakota Indians just eight years earlier, it would seem that he held very contradictory views. To Pershing, blacks may have seemed like worthy soldiers, while Indians deserved genocide. On the other hand, as a military officer, Pershing was carrying out orders and we cannot assume these actions reflected his personal beliefs. Roosevelt, however, was in a different position. Unlike Pershing, who followed orders, Roosevelt gave orders and thus set the tone for race relations both in the military and in society at large. For example, Roosevelt was determined to see the cultural extinction of American Indians (while holding them up as “noble savages” nonetheless), but he also hosted black educator Booker T. Washington at the White House, a very controversial move, especially to white Southern Democratic politicians.

As a military officer, Pershing was carrying out orders and we cannot assume these actions reflected his personal beliefs

As the first two decades of the 20th century passed, the nation saw increased immigration from both Europe and Asia, as well as increased activism by African Americans, American Indians, and others who demanded equal opportunities and the end of discriminatory laws and customs. World War I was a watershed in these movements, as both African Americans and American Indians enlisted in the army. Blacks served in segregated units, but Indians did not. Indians had a highly ambivalent attitude about their senses of belonging to the American nation; after all, they belonged to tribal nations as well, nations which had long histories of government-to-government relations with the United States. Yet by 1918, the federal government had done a good deal to not only destroy Indian lives but to destroy that government-to-government relationship as well. Many Indians were resentful of these policies, but chose to join the military anyway. Why? Veterans have offered many reasons, one of which is that they believed that when America was threatened, their homelands were threatened. Many veterans saw themselves as warriors not only for their own tribal communities but for the U.S. as well. Despite their service alongside whites, there is no doubt that Indians experienced a high degree of discrimination in the military, as sensitively shown by Joseph Boyden in the novel Three Day Road. Both Indians and blacks sacrificed for the United States and felt that the country ought to treat them more fairly. Woodrow Wilson, a Democrat who had to maintain political support from southern white supremacist Democrats, vacillated on this issue (especially in his refusal to support anti-lynching legislation in Congress) and questions of African American integration in the military were essentially abandoned until after World War II. Wilson, like so many other policy makers, seemed to effectively ignore Indian concerns. Indians’ service with whites in the military might be explained by the emerging notion of “whiteness.” Whiteness is an analytical category that historians have used to explain the shifts in race relations created by immigration and industrialization in the late 19th and early 20th centuries. We must remember that men like Roosevelt and Pershing talked about “race” in what today we would think of as ethnic or national terms—there was an English race, an Irish race, a German race, an Italian race, and so on. Today, we tend to think of these ethnicities as “white,” though that idea was hardly solidified in the early twentieth century. Instead, a long historical process created “whiteness” and a white population out of many different nationalities once perceived as incompatible and even threatening to Anglo-Saxon Americans.

Racial hierarchies we believe to have always been in place were in considerable flux

Famously, Roosevelt believed in the “melting pot,” a phrase that we have come to associate with his belief in equality and the worth of all men, but which in actuality referred to his wish to see Americans with ancestry in Western Europe mix and marry one another. It was only those Americans who could jump into the melting pot—Asians, African Americans, American Indians, and others were explicitly excluded from Roosevelt’s vision of a strong American people. Yet, Indians were not segregated in military service, despite the fact that every American president had endorsed a policy that would essentially exterminate them. These policies had not wholly succeeded, but at the turn of the 20th century the American Indian population was at its lowest in human history. In this light, we can imagine that Indians were not perceived as a threat to whiteness in the same way that Southern Europeans, Eastern Europeans, Asians, and African Americans were. By the 1920s, immigrants from places seen as undesirable to Anglo-Saxon policy makers had increased so much that Congress passed the 1924 Immigration Act. This act installed quotas on immigrants from certain countries; in general, the number of immigrants from Southern and Eastern Europe and Asia could not exceed 2% of those populations currently living in the US, as of the 1890 census. In other words, if, say, 100,000 people from China lived in the United States in 1890, then the US would admit no more than 2,000 people in a given year. Pershing, who was close to President Calvin Coolidge and had even considered a run for the Republican Presidential nomination in 1920, was present for the signing of this bill, indicating his support for it and what it represented for policy-makers’ hopes about the future racial composition of the United States. Of course, we now know that this policy ultimately did not achieve its intended effect, however much “whiteness” is taken for granted today. Indeed, what this period shows is that the racial hierarchies we believe to have always been in place were in considerable flux even as recently as 100 years ago. Pershing, Roosevelt, Wilson, and Coolidge were at the forefront of maintaining white supremacy, but they could not ignore the consistent—and insistent—protest of non-white Americans, nor should we ignore the fact that within white and non-white communities, there are very distinct groups with different histories who possessed varied responses to their situations in the United States.

For more information

The Modern Civil Rights Movement: A Rise of Purposeful Anger
U.S. Department of the State: Office of the Historian. Milestones: 1921-1936. Accessed January 12, 2011.

Bibliography

Boyden, Joseph. Three Day Road New York: Penguin Group, Inc., 2005.

Smythe, Donald. Pershing: General of the Armies Bloomington, IA: Indiana University Press, 2007.

U.S. Census Bureau. Accessed January 12, 2011.

Presidential Timeline of the Twentieth Century

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The Presidential Timeline curates and presents primary sources drawn from twelve Presidential Libraries and Museums, institutions housing and presenting archival materials for the presidents from Herbert Hoover to Bill Clinton. Under "Interactive Timeline," you can choose any of the 12 presidents—Herbert Hoover, Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, John F. Kennedy, Lyndon B. Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Ronald Reagan, George Bush, or William Jefferson Clinton—and explore his life.

Timelines consist of at least two sections: "Early Life and Career" and "Presidency." All timelines except Roosevelt's, Kennedy's, and Clinton's also include a "Post-Presidency" section. Marks on the timeline indicate events of interest in the president's life and career; click on a mark to read a brief summary of the event, and to view primary sources (a + sign in the mark indicates primary sources are available).

Browse "Exhibits," also under "Interactive Timeline," for more than 30 collections of short essays, accompanied by 2–6 primary sources per essay, covering major events and topics related to the presidents' lives and careers. Topics covered stretch from "The Stock Market Crash, October 1929" to "William J. Clinton and the Supreme Court, 1993-2001."

Try the "Gallery" to search more than 1,500 primary sources (including artifacts, maps and charts, video, photographs, sounds recordings, and documents) by keyword, library of origin, date, or source type.

The "Educators" section includes 14 ready-to-go activities, on topics ranging from Pearl Harbor to the Iran Hostage Crisis to Bill Clinton's visit to Little Rock Central High School. Students and teachers can view pre-selected primary sources online in each activity, with suggested rubrics, applicable standards, and links to related sources also included. "Resources" links out to 16 websites recommended for history and primary sources, education, and technology, while "Multimedia" rounds up more than 50 audio and video primary source clips for download.

If you can't access the interactive Flash version of the timeline, try the HTML "Text Version" that includes the same primary sources.

Lone Wolf v Hitchcock

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Question

Where did the Lone Wolf v Hitchcock case originate, and what did it decide?

Answer

Lone Wolf v Hitchcock (187 U.S. 553, 1903) was part of a long string of treaties and legislative and judicial measures that displaced North America’s First Peoples from their ancestral lands, hemmed them into “reservations,” and eventually detribalized them. This Supreme Court decision originated on the Kiowa-Comanche reservation, which the Medicine Lodge Treaty (1867) had established in Indian Territory. The treaty guaranteed the Kiowa and Comanche “absolute and undisturbed use and occupation” of these reservation lands and stipulated that in order for any portion of the reservation lands to be ceded to the U.S., three-fourths of the adult males in the tribe had to give their approval. However, in 1900, without Native American consent, Congress passed an Allotment Act that divided the Kiowa-Comanche lands into 160-acre allotments to give to the Native American residents of the reservation. Those who accepted the allotments were also given American citizenship. The “surplus” lands left after the allotment were to be sold to whites, and the Kiowa and Comanche were to receive about one dollar per acre for these lands. In 1902, Kiowa headman Lone Wolf sued newly-appointed Secretary of the Interior Ethan Allen Hitchcock to stop the allotment of the Reservation. Lone Wolf argued that the allotment was a denial of due process and a violation of the consent requirement in the Medicine Lodge treaty. The federal government’s lawyers asserted that Congress had a right to alter the terms of the treaty through legislation, because it had paramount authority over Indian affairs. Justice A.C. Bradley of the Supreme Court of the District of Columbia rejected the Kiowa claim that the 1900 Act deprived tribes of due process. He stated that lack of consent was not relevant because Native American matters were under the exclusive control of Congress. The Court of Appeals upheld Bradley’s decision, and the United States Supreme Court agreed.

From their very weakness and helplessness. . . there arises the duty of protection, and with it the power

Justice Edward Douglas White’s opinion stated that Congress had the right to alter the terms of treaties with Native American tribes, because “authority over the tribal relations of the Indians has been exercised by Congress from the beginning, and the power has always been deemed a political one.” The judiciary could not interfere in Congress’s “plenary power.” This decision was based on the idea that Indians held dependent status to the United States government. Calling Native Americans “the wards of the nation,” White stated that “from their very weakness and helplessness, so largely due to the course of dealing of the Federal government with them and the treaties in which it has been promised, there arises the duty of protection, and with it the power.” This assertion of paternal dominion over Native Americans reversed the Supreme Court’s acknowledgment of a certain measure of Indian autonomy in previous cases, such as Worcester v Georgia 31 U.S. (6 Pet.) 515 (1832). Shortly after the decision, the U.S. opened Kiowa lands to white settlers, and over 50,000 settled on the “surplus” lands that Kiowa and Comanche had possessed under the Medicine Lodge Treaty. The “plenary power” doctrine first affirmed in Lone Wolf v Hitchcock is still valid Indian policy today.

For more information

Clark, Blue. Lone Wolf v Hitchcock: Treaty Rights and Indian Law at the End of the Nineteenth Century. Lincoln: University of Nebraska Press, 1999. Pommersheim, Frank. Broken Landscape: Indians, Indian Tribes, and the Constitution. Oxford: Oxford University Press, 2009.

Bibliography

Lone Wolf v Hitchcock 187 U.S. 553 (1903). Treaty with the Kiowa and Comanche (Medicine Lodge Treaty) 1867. In Indian Affairs: Laws and Treaties, vol. 2. Washington, D.C.: Government Printing Office, 1904. Digital Library, Oklahoma State University.

Intertwined Development: Railroads and Political Parties

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Question

How did railroads affect the political systems in 1870-1914?

Answer

Railroads and the political system have been intertwined since the first rail systems in the 1830s and 1840s when in the name of “internal improvements” the Whig Party supported government funding for start-up railroad companies. It was, however, during its rapid expansion in the post-Civil War era that the industry’s ties to the political system became controversial.

The federal government gave railroad companies thousands of acres of land on which to run their tracks. Men like Jay Gould, Cornelius Vanderbilt, E. A. Harriman, James J. Hill, and J.P. Morgan controlled a powerful industry. They wielded political power, too, by demanding the federal government send troops in to break up railroad strikes in 1877 and 1894. Meanwhile farmers began to protest the railroad’s monopoly over transportation rates. Congress responded with the Interstate Commerce Act (1887), which sought to prevent “pools” of interests from dominating industries. But given that both Republican and Democratic leaders benefited from gifts given by the railroad companies, real reform, it seemed, was going to have to come from outside the two-party system.

The People’s Party, or the Populists, emerged in the 1890s calling for strict regulation to rein in railroad companies’ power. By the early 1900s, self-styled “progressives” in both parties had picked up on the Populists’ and organized labor’s attacks on the railroads. During Theodore Roosevelt’s presidency, progressive Republicans and Democrats joined forces to pass the Elkins Act (1903), the Hepburn Act (1906) and, during William Howard Taft’s term as president, the Elkins-Mann Act (1910) and the Railroad Valuation Act (1913) all of which regulated the industry. Conservative Republicans pushed back by denying Roosevelt the nomination in 1912, thus causing a rift in the party and guaranteeing Woodrow Wilson’s election.

For more information

Central Pacific Railroad Photographic Museum Connolly, Michael J. Capitalism, Politics, and Railroads in Jacksonian New England (Columbia: University of Missouri Press, 2003). Martin, Albro. Railroads Triumphant (Oxford: Oxford University Press, 1992). Stover, John F. American Railroads (Chicago and London: The University of Chicago Press, second edition, 1997). Summers, Mark W. Railroads, Reconstruction, and the Gospel of Prosperity (Princeton, New Jersey: Princeton University Press, 1984.

Bibliography

Martin, Albro. Railroads Triumphant (Oxford: Oxford University Press, 1992).

The National Atlas of the United States of America. "Presidential Elections 1908-1920." Last modified August 03 2010.

East St. Louis Massacre

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Question

What was the East St. Louis Massacre?

Answer

The name refers to a race riot that occurred in the industrial city of East St. Louis, Illinois, over July 2-3, 1917. It is also referred to as the “East St. Louis Riot.” As historians have looked at its various causes, they have labeled it in different ways, depending on what aspect of it they have focused their attention on. Some recent historians have called it a “pogrom” against African Americans in that civil authorities in the city and the state appear to have been at least complicit in—if not explicitly responsible for—the outbreak of violence. Even in 1917, some commentators already made the comparison between the East St. Louis disturbance and pogroms against Jews that were occurring at the time in Russia. Roving mobs rampaged through the city for a day and a night, burning the homes and businesses of African Americans, stopping street cars to pull their victims into the street, and assaulting and murdering men, women, and children who they happened to encounter. A memorial petition to the U.S. Congress, sent by a citizen committee from East St. Louis described it as “a very orgy of inhuman butchery during which more than fifty colored men, women and children were beaten with bludgeons, stoned, shot, drowned, hanged or burned to death—all without any effective interference on the part of the police, sheriff or military authorities.” In fact, estimates of the number of people killed ranged from 40 to more than 150. Six thousand people fled from their homes in the city, either out of fear for their lives or because mobs had burned their houses.

The Background

In the early years of the 20th century, many industrial cities in the North and the Midwest became destinations for African Americans migrating from the South, looking for employment. East St. Louis was one of these cities, where blacks found opportunities to work for meatpacking, metalworking, and railroad companies. The demand for workers in these companies increased dramatically in the run-up to World War I. Some of the workmen left for service in the military, creating a need for replacements, and the demand for war materiel increased industrial orders. The workforce had been highly unionized and a series of labor strikes had increased pressure on companies to find non-unionized workers to do the work. Some companies in East St. Louis actively recruited rural Southern blacks, offering them transportation and jobs, as well as the promise of settling in a community of neighborhoods where African Americans were building new lives strengthened by emerging political and cultural power. By the spring of 1917, about 2,000 African Americans arrived in East St. Louis every week.

The Riot

Racial competition and conflict emerged from this. The established unions in East St. Louis resented the African American workers as “scabs” and strike breakers. On May 28-29, a union meeting whose 3,000 attendees marched on the mayor’s office to make demands about “unfair” competition devolved into a mob that rioted through the streets, destroyed buildings, and assaulted African Americans at random. The Illinois governor sent in the National Guard to stop the riot, but over the next few weeks, black neighborhood associations, fearful of their safety, organized for their own protection and determined that they would fight back if attacked again. On July 1, white men driving a car through a black neighborhood began shooting into houses, stores, and a church. A group of black men organized themselves to defend against the attackers. As they gathered together, they mistook an approaching car for the same one that had earlier driven through the neighborhood and they shot and killed both men in the car, who were, in fact, police detectives sent to calm the situation. The shooting of the detectives incensed a growing crowd of white spectators who came the next day to gawk at the car. The crowd grew and turned into a mob that spent the day and the following night on a spree of violence that extended into the black neighborhoods of East St. Louis. Again, the National Guard was sent in, but neither the guardsmen nor police officers were at all effective in protecting the African American residents. They were instead more disposed to construe their job as putting down a black revolt. As a result, some of the white mobs were virtually unrestrained.

The Aftermath

A national outcry immediately arose to oust the East St. Louis police chief and other city officials, who were not just ineffective during the riots, but were suspected of aiding and abetting the rioters, partly out of a preconceived plan, suggested Marcus Garvey, to discourage African American migration to the city. The recently formed NAACP suddenly grew and mobilized—with a silent march of 10,000 people in New York City to protest the riots. They and others demanded a Congressional investigation into the riots. The report of the investigation, however, pointed to the migration of African Americans to the East St. Louis region as a “cause” of the riot, wording that sounded like blaming the victims. As Marcus Garvey had said of an earlier report of the riot, “An investigation of the affair resulted in the finding that labor agents had induced Negroes to come from the South. I can hardly see the relevance of such a report with the dragging of men from cars and shooting them.” A similar point about simple justice for the victims and where to place the blame for the riots nearly caused ex-President Theodore Roosevelt to come to blows with AFL leader Samuel Gompers during a public appearance shortly after the riot. Roosevelt demanded that those who had perpetrated the violence and murders in East St. Louis be brought to justice. Gompers then rose to address the crowd and, as a reporter for the Chicago Tribune, wrote, “He read a telegram which he said he had received tonight from the president of the Federation of Labor of Illinois. This message purported to explain the origin of the East St. Louis riots. It asserted that instead of labor unions being responsible for them they resulted from employers enticing Negroes from the south to the city ‘to break the back of labor.’” This enraged Roosevelt, who jumped up, approached Gompers, brought his hand down onto his shoulder and roared that, “There should be no apology for the infamous brutalities committed on the colored people of East St. Louis.” Roosevelt, like many other Americans of all races, was particularly appalled by the irony that such an event could occur in the United States at the same time that the country, by entering World War I, was declaring its intentions to export abroad its vision of freedom and justice. This theme was picked up by many editorial cartoonists in newspapers across the U.S. East St. Louis was by no means the only northern industrial city to experience race riots during this period. A conviction grew among some African Americans that they could not depend on an enlightened white community or government, either in the South or in the North, to insure their rights and their safety, but that they would have to fight for their own rights. In an editorial entitled "Let Us Reason Together," in his magazine, The Crisis, W. E. B. Du Bois wrote, “Today we raise the terrible weapon of self-defense. When the murderer comes, he shall no longer strike us in the back. When the armed lynchers gather, we too must gather armed. When the mob moves, we propose to meet it with bricks and clubs and guns.”

For more information

Harper Barnes, Never Been a Time: The 1917 Race Riot That Sparked the Civil Rights Movement. New York: Walker & Company, 2008. Elliott M. Ruckwick, Race Riot at East St. Louis, July 2, 1917. Carbondale: University of Illinois Press, 1982. Charles L. Lumpkins, American Pogrom: The East St. Louis Race Riot and Black Politics. Athens: Ohio University Press, 2008. U. S. House of Representatives, Special Committee on East St. Louis Riots, East St. Louis Riots. Washington: GPO, 1918.

Bibliography

“Col. Roosevelt and Gompers Clash on Riot,” Chicago Daily Tribune, July 7, 1917, pp. 1, 4. “For Action on Race Riot Peril: Radical Propaganda Among Negroes Growing, and Increased Violence Set Out in Senate Brief for Federal Inquiries,” New York Times, October 5, 1919. Ida B. Wells-Barnett, The East St. Louis Massacre: The Greatest Outrage of the Century. Chicago: The Negro Fellowship Herald Press, 1917. Marcus Garvey, “The Conspiracy of the East St. Louis Riots,” speech, July 8, 1917, in Robert A. Hill, ed., The Marcus Garvey and Universal Negro Improvement Association Papers, Volume 10, Berkeley: University of California Press, 2006, pp. 212-218. W.E.B. Du Bois, "Let Us Reason Together," The Crisis, 18.5 (September 1919): 231.

Mystery Strategy for Elementary Students

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What Is It?

Using the premise of a mystery to solve, elementary students act as history detectives as they explore a historical question and analyze carefully chosen clues to formulate and test hypotheses.

Rationale

This strategy depends on our need to solve mysteries. Students are given an opportunity to be active learners as they solve a historical mystery. This strategy relates to what historians do and the process of historical inquiry. Students must work with evidence, form hypotheses, test those hypotheses, and report their findings.

Goals

The goals of the mystery strategy are to learn to: 1. gather, organize, and process information; 2. formulate and test hypotheses; 3. think creatively and analytically to solve problems; and 4. develop, defend, and present solutions to problems.

Teacher Preparation

1. Choose an topic that contains a mystery such as “Why did the American beaver almost become extinct in the 1840s?” Other examples of appropriate historical mysteries include: “How did flooding in Mississippi in 1931 hinder the Civil Rights Movement?”; “Who really invented the cotton gin?”; and “Was the Boston Massacre really a massacre?”

Data should tease the student without revealing too much.

2. Gather primary and secondary sources that will serve as clues for students such as letters, diary entries, maps, statistical tables, political cartoons, images, artifacts for students to touch (in this case beaver fur or felt), and web articles. These sources should pique students’ interest and provide them with clues that will help them generate theories. For example, if students are given a clue regarding the habitat and species characteristics of the beaver and then also told John Jacob Astor was the wealthiest man in America in 1848 it is hoped they conclude that Astor’s wealth had something to do with the beaver. Maps indicating trade routes should confirm this conclusion. Though they may be encountering names in the clues for the first time, making educated guesses is an essential ingredient to the mystery strategy. Students should not be afraid of making guesses or presenting ideas to the larger group. The learning goal is about what it takes to arrive at a hypothesis rather than ending up with a right answer. 3. Decide student grouping. If using small groups, keep individual needs in mind such as reading levels, ability to work with others, and Individual Education Plans (IEPs). 4. Decide how to present the clues to students (strips of paper within envelopes at stations, single sheets of paper for them to cut apart, etc.). See examples of clues for additional clues. Teachers should read through materials to pull clues that fit students’ needs and abilities.

In the Classroom

1. Students read through clues and sort them according to common elements. Once the clues are sorted, students begin to work on their hypothesis. 2. As students analyze the clues and arrive at a hypothesis, use guiding questions such as, “Tell me how the two things relate” and “What’s your reason for thinking that?” to keep students focused on solving the mystery. Avoid guiding them in a direction. The goal is for students to work with the clues and arrive at their own hypothesis. Students can use the Mystery Writing Guide Worksheet to record ideas. 3. In a whole group, have small groups share their hypotheses and evaluate them. Are they logical based on the clues? Do they make sense? Write group responses on the board so students can track their findings as they move through the evidence. The goal is to test each group hypothesis and arrive at the best conclusion. For example, if one group understands there is a connection between the mountain men and the beaver yet they also think the railroads had a role in the problem, do the clues support or refute these ideas? Remind students they are like historians looking at information to form a hypothesis, test it, and arrive at a conclusion.

Students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis

4. Assign each student a written reflection piece on the content learned and the process used to uncover the mystery. This is the most important part of the mystery strategy and should go beyond merely reporting content. Prompt students with questions such as: What happened in the activity? What things did you do well? Most importantly, ask, Which hypothesis best answers the mystery question? Why?

Common Pitfalls
  • Data should tease the student without revealing too much.
  • Data should hone inference skills.
  • Clues should provide information not an explanation (see Mystery Strategy Clues Worksheet).
Example

Students are presented with the following problem: Why did the American beaver almost become extinct in 1840? Write the question on the board so it is visible throughout the activity. Anticipatory Set: Begin by employing a student’s knowledge of science and ecosystems learned earlier. Give a short presentation about the American Beaver. This would include the fact that beavers maintain dams that create ponds. The water level in these ponds is constant, encouraging the growth of vegetation that supports many other types of animals. The dams also keep summer rains and resulting erosion in check. The presentation could end with figures about the number of beavers estimated to be in North America from European settlement to today (see links below). Students would see a significant decline in the population during exploration and settlement. This decline leads students to the essential question and they can begin working with the clues to make hypotheses. Clues: Clues can be obtained from….

  • images from fashion catalogs from the mid-1800s;
  • real beaver pelt and/or beaver trap, scraps of commercial felt, or images of    beaver fur and hats;
  • short biographical sketches of mountain men such as Kit Carson, John    Liver-Eating Johnston, and William Sublette;
  • Advertisements for beaver products such as top hats and ads from trading    companies seeking hunters. Scroll down through each page for the    aforementioned images.
  • newspaper accounts regarding skirmishes/battles between the Iroquois    Confederation/other tribes in the Great Lakes region in the Beaver Wars;
  • Quotes from all parties involved in the fur trade (Native American chiefs,    trading company owners such as Manuel Lisa, mountain men, etc.)
  • Pictures of people wearing beaver hats;
  • John Jacob Astor.

Be sure to use some visuals! Reflection: Students reflect on the original question by presenting their hypotheses in written form. Along with their response about the disappearance of the beaver, students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis.

Bibliography

American Beavers. Silver, Harvey.F., et. al. Teaching styles & strategies. Trenton, NJ: The Thoughtful Education Press, 1996.