Japanese American National Museum Collections

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Drawing, Playing Go K5-BA, 8-24-42, George Hoshida, Japanese American Nat. Muse.
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This site provides access to the digitized resources of the Japanese American National Museum in Los Angeles.

Collections include more than 300 letters sent to Clara Breed, a San Diego librarian, by her former patrons after their relocation to internment camps; panoramic photos from Buddhist Churches of America events; artwork by Hideo Date, Hisako Hibi, Estelle Ishigo, Henry Sugomoto, and Benji Okubo; the diary of Stanley Hayami, a high school student during the internment years, later killed in combat at age 19; sketches and watercolors from the diary of George Hoshida; photographs of Manzanar and Tule Lake by Jack Iwata, as well as other photographs of daily life in the internment camps; a major collection of issei immigrant artifacts and plantation clothing; and photographs for the Rafu Shimpo, one of the oldest Japanese American newspapers in the U.S.

This is an excellent source for anyone seeking primary sources related to Japanese American experience in the U.S., particularly with an emphasis on the years of internment.

Columbia River Basin Ethnic History Archive

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Photo, Leah Hing, ca. 1934, Pilot and WWII instrument mechanic, c. 1934, WSU
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This site offers a large archive of selected documents, reports, records, maps, photographs, newspapers, artifacts, and oral history interviews. Items are searchable by ethnic group, keyword, archive, type of material, date, or subject. Brief historical overviews and bibliographies for each ethnic group profiled are also available in the archive section. Another section has lessons plans for teachers on African Americans, immigration and settlement, migration, and ethnic culture and identity, 1850-1950. It also offers tutorials on using the archive, using history databases on the web, interpreting photographs, interpreting documents, and interpreting oral history. Historical overviews are provided on the various ethnic groups that settled the Columbia River Basin.

A discussion forum offers a place to talk about discoveries in the archive or questions. Topics currently include ethnic groups, ethnicity and race, work and labor, immigration and migration, family life, religion, social conditions, discrimination, and civil rights. A very useful site for researching or teaching the social and cultural history of the Columbia River Basin.

Jim Crow Segregation: The Difficult and Anti-Democratic Work of White Supremacy

Question

How did segregation shape daily life for generations of African Americans and how do its legacies remain with us today?

Textbook Excerpt

Textbooks locate segregation’s origins in Southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. New job opportunities during World War I and the Great Migration are briefly addressed along with "custom and tradition". Textbooks emphasize the National Association for the Advancement of Colored People's legal challenges, and portray the 1954 Brown v. Board decision as the culmination of the fight. Thus, according to the textbooks, from the 1890s to the 1950s, African Americans endured as best they could.

Source Excerpt

Primary sources provide ample evidence of segregation's brutality. They demonstrate the kind of structural inequalities that white supremacist laws and practices institutionalized but also that African Americans embraced a variety of methods to combat Jim Crow's injustices, and that white allies occasionally joined them. Collectively, the primary sources included here reveal how geography, class, gender, and culture have influenced ongoing battles for justice, as have changing national and international contexts.

Historian Excerpt

Historians debate the origins of Jim Crow, but it is important to remember that slavery had mandated the use of laws and practices to govern interracial relations. Separation from whites by choice accompanied freed people's desire for independence from their former white owners even as they expected the full and equal citizenship guaranteed to them by the 14th Amendment.

Abstract

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks discuss de jure [in law] segregation as a great inconvenience that began in the 1890s and soon spread to every aspect of Southern daily life. Most routinely ignore:

  • segregation's economic dimensions and long-term impact;
  • black community activism;
  • interracial efforts to contest the status quo; and
  • the violence and terrorism necessary to uphold it.

Textbooks that portray segregation as a prelude to a more celebratory narrative of the civil rights era collapse the history of earlier generations of African Americans into a monolithic victimhood.

While the South's vicious de jure system stands apart, the rest of the nation's reliance on both informal custom and formal policy means that segregation—as well as the white supremacy and federal complicity that sustained it—cannot be dismissed as a regional aberration in an otherwise democratic nation.

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks locate segregation's origins in southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. The majority of African Americans still lived in the south and worked as agricultural laborers for white landowners who denied them an education and exploited them economically. New job opportunities during World War I offered one escape.

Film Review: Titanic

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Photo, Mrs. James J. Molly Brown, survivor of the Titanic, c.1890-1920, LoC
Article Body

This marks the beginning of a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features. Look for one each month!

Titanic: History or Hollywood?

In December 1997, I underwent a metamorphosis (temporary, I hope) from cultural historian to "Titanic historian." As such, I was repeatedly called upon to assess the "historical accuracy" of James Cameron's movie.

How, in short, might we really locate this movie in time?

This, I tried to explain, was a task better left to others, especially to the subset of Titanic buffs known derisively as rivet counters, since what the questioners usually meant by historical accuracy largely had to do with the verisimilitude of the movie's sets and special effects—for example, did Cameron get the carpets right? The best I could do was point out a few of the most obvious anachronisms: Rose (Kate Winslet) using Tom Wolfe's phrase "masters of the universe" to describe her fellow first-cabin passengers; Jack (Leonardo DiCaprio) quoting Bob Dylan—"When you got nothin', you got nothin' to lose"—to assert his free-spiritedness; Pablo Picasso's Les Demoiselles d'Avignon apparently going down with the ship.

And so on. Very soon, however, this line of inquiry loses its interest. "Is this history or Hollywood?" I was asked at the end of a History Channel program called Movies in Time, as if it has to be one or the other, unvarnished or embellished, accurate or inaccurate. When a film costs and earns more than any other, when it becomes a major cultural phenomenon, we ought to be asking questions about Titanic's historical significance rather than its accuracy. How might we explain its resonance? How might we contextualize it? How might we compare it to previous representations of the disaster? How, in short, might we really locate this movie in time?

Revisionism in Titanic

In the wake of Titanicmania, several critics took on these broader questions. Frank Rich observed in the New York Times that Titanic "was destined to be truer to 1997 than 1912, no matter how faithfully the director, James Cameron, reproduced every last brandy snifter of the White Star Line."

This costless liberation marks the movie as what Rich calls "very much a 90's take on the familiar Titanic themes of gender and class."

In Rich's view, Cameron's "rich-bashing populism"—the fact that the first-class passengers are despicable almost without exception—signals that a resentment of the wealthy and powerful is bubbling beneath the surface of our apparent prosperity and contentment. Rich also described Winslet's Rose as a "feminist heroine who defies her stuffy First Class compatriots to take up with a guy in steerage."

Seeking an explanation for the movie's popularity with girls and women, Katha Pollitt in the Nation pointed to the anti-macho, androgynous, quasi-maternal figure of DiCaprio's Jack. The movie's "feminism," Pollitt wrote, is a "women's fantasy" of "costless liberation brought to you by a devoted, selfless, charming, funny, incredibly handsome lover."

This costless liberation marks the movie as what Rich calls "very much a 90's take on the familiar Titanic themes of gender and class." Through Jack, Rose learns to feel good about herself, to overcome oppression by overcoming repression. She dances with the steerage, stands on the bow with the breeze blowing through her hair, poses nude, has sex in a car in the ship's hold. The disaster is presented here for the first time as a kind of therapy: for Rose, the burdens of gender and class are swept away by Jack and the sea, even though her nasty mother and fiance survive. True to Hollywood's therapeutic ethos, Titanic depicts liberation as a matter of attitude rather than politics, self-actualization rather than collective struggle.

Contemporary Interpretations of the Disaster

Cameron's revisionism is thrown into relief when we compare his handling of these themes with earlier versions of the disaster. In 1912, most stories of the wreck gave the first-cabin men a monopoly on heroism. A widely published wire service report envisioned John Jacob Astor and other first-class heroes "stepping aside, bravely, gallantly remaining to die that the place [they] otherwise might have filled could perhaps be taken by some sabot-shod, shawl-enshrouded, illiterate, and penniless peasant woman of Europe."

Feminists and working-class radicals interpreted the disaster as a catalyst to collective action.

While Hollywood has not yet reached the point where the characters listed in Titanic's credits as "Syrian woman" or "Chinese man" occupy center screen, neither do the darker-skinned steerage passengers have a monopoly on panic as they did in 1912 depictions. Nor does Jack's heroism appear to be a racial trait. "The Anglo-Saxon may yet boast that his sons are fit to rule the earth," read an April 19, 1912, editorial in the Atlanta Constitution, "so long as men choose death with the courage they must have displayed when the great liner crashed into the mountains of ice, and the aftermath brought its final test."

The movie's "feminism" also stands in stark contrast to the antifeminist "lessons" that the disaster called forth in 1912. First-cabin chivalry, nowhere in evidence in Cameron's Titanic, was widely invoked as an argument against women suffrage. "Let the suffragists remember this," advised a letter to the editor in the Baltimore Sun. "When the Lord created woman and placed her under the protection of man he had her well provided for. The Titanic disaster proves it very plainly." A letter in the St. Louis Post-Dispatch put it even more bluntly: "I suggest, henceforth, when a woman talks woman's rights, she be answered with the word Titanic, nothing more—just Titanic." The movie clearly suggests that "the law of the sea"—"Women and Children First"—was the result, not of chivalry, but of the officers' orders, enforced at gunpoint.

Unlike Cameron's apolitical hero and heroine, those who resisted these "lessons" about class and gender in 1912 did so in explicitly political terms. Feminists and working-class radicals interpreted the disaster as a catalyst to collective action. "To the woman-heart of the nation this is not a tragedy to mourn and grieve over and forget," wrote the suffragist Agnes Ryan in the Woman's Journal;

it is simply typical of the countless lives that perish needlessly each year from the Ship of State! It gives new proof that the State needs women in law-making and law-enforcing, and it gives new impetus to the Votes for Women movement.

An Italian anarchist newspaper in Buffalo insisted that capitalists were to blame for the Titanic and all the lesser known disasters of industrial society, because they

uphold a society which considers profit more important than human life. . . . We, who struggle with every weapon at our disposal to overthrow the present social system, will avenge one day not too far distant all of your victims, including those of the "Titanic."

Compared to this, the movie that Newsweek called "quasi-Marxist" seems very nineties indeed.

Two hundred million dollars buys an awful lot of popular memory. But Cameron's Titanic is not the first attempt to tell the definitive story of the disaster, nor is it likely to be the last. "Historical accuracy" aside, the eighty-six-year effort to define the Titanic's significance may be the most compelling story of all.

Bibliography

This review was first published in the Journal of American History, Vol. 85, No. 3, 1177-1179, 1998. Reprinted with permission from the Organization of American Historians (OAH).

For more information

Read up on the pedagogy of teaching with films in the Research Brief "What Do Students Learn from Historical Feature Films?"

Pictures from RMS Titanic

Description

In this interview from July 16, 1986, Commander Mark Newhart of the US Navy and expedition director Dr Robert Ballard describe their robotic underwater camera, known as the Jason Jr, which they have used to take remarkable photos of the wreck of the RMS Titanic.

This BBC interview series also features a related interview in which reporter Tim Maby describes the specific discoveries made by Dr. Ballard's team.

Pictures from RMS Titanic

Description

In this interview from July 16, 1986, Commander Mark Newhart of the US Navy and expedition director Dr Robert Ballard describe their robotic underwater camera, known as the Jason Jr, which they have used to take remarkable photos of the wreck of the RMS Titanic.

This BBC interview series also features a related interview in which reporter Tim Maby describes the specific discoveries made by Dr. Ballard's team.

A Washington Sketchbook: Drawings by Robert L. Dickinson, 1917-18

Description

In this installment of The Library of Congress Webcasts series, author Gail Dickersin Spilsbury discusses her new book A Washington Sketchbook: Drawings by Robert L. Dickinson, 1917-18. As the webcast describes, Robert L. Dickinson was New York physician "stationed in Washington during World War I and in his free time was a prolific artist. An avid nature lover, he explored both sides of the Potomac River, sketching the woodsy and idyllic scenery that captured a now-vanished way of life."

Material Culture: More Than Just Artifacts

Article Body

Coca-Cola ads used to say “Can’t beat the real thing.” At the Jewish Historical Society of Greater Washington, the real thing is our historic synagogue, and indeed, nothing can beat it for educating students about immigrant and neighborhood history in the nation’s capital city.

Originally built by Adas Israel Congregation in 1876, the 25-foot by 60-foot synagogue was a simple house of worship that served German and Eastern European Jewish immigrants in downtown Washington. President Ulysses S. Grant attended its dedication. Because of the building’s significance, the Society moved it three blocks in 1969 to save it from the wrecker’s ball. Today we run the Lillian & Albert Small Museum there.

Among our primary visitors are school groups, mainly from Jewish congregational schools and day schools, but private and public schools visit as well. The building is the focal point of all youth programs.

. . . 3rd–7th graders look for clues about the building's function in its architecture.

In Synagogue Story, K–2nd graders compare the restored 19th-century sanctuary with the 21st-century sanctuaries (or even theaters!) they know—and then make a model of the building to take home with them. In Building Detective, 3rd–7th graders look for clues about the building's function in its architecture. A separate balcony for women teaches them about gender roles in 19th-century American Judaism. A cobalt blue window and a photo of a crucifix in the sanctuary offer a glimpse into the synagogue's later life as a Greek Orthodox Church. Walking by the front façade, then seeing a photo of it with a pork barbecue sign, conveys the story of a continually changing urban neighborhood.

While we could just lecture about late 19th- and early 20th-century Jewish life in Washington, having students physically present in the space, sitting on wooden pews similar to those used over a century ago, seeing photos of how the same space once looked, walking on the old, creaking floors, and studying artifacts used in the space—nothing can top that experience, those sensations, that visceral connection to the past, and the power of the authentic. One teacher said her students will "remember the pews and the bench for President Grant and that he stayed for the entire three-hour service and wore a hat the entire time."

Using material culture—whether a building, a historic artifact, or even a photograph—engages the senses and thus enhances learning.

On walking tours, middle and high school students travel the same streets where Jewish, Italian, German, and Chinese immigrants lived, worked, and worshiped. They traverse blocks of modern office buildings and courthouses, then react with surprise to photos of brick row houses, the four surviving former synagogues, and other physical remnants of the past. Out-of-town students connect with Washington as a city, beyond the monuments and museums on the National Mall.

This is the educational theory of constructivism at work. Using material culture—whether a building, a historic artifact, or even a photograph—engages the senses and thus enhances learning. As we've seen by watching students beholding the synagogue's original ark and simple woodwork, they gain an emotional connection to the history. Another teacher told us that his students, spurred by the experience, asked "great follow-up questions" on the ride home.

So for teachers, we strongly recommend bringing students to historic sites—particularly those off the beaten path—and taking them on walking tours. We know that's not always possible, with school budgets being what they are. Alternatively, many teachers make effective use of "treasure boxes" sent out by museums. These include replica artifacts and photos, which still accomplish the most important goal: helping students connect to the past in a tangible way.

Teaser

Using material culture—whether a building, a historic artifact, or even a photograph—engages the senses and enhances learning.

Resources for the Titanic's Centennial

Date Published
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Photo, Mrs. Lister Hill [Titanic Memorial, Washington, D.C., c.1940, LoC
Article Body

April 15, 2012, marks the centennial of the sinking of the RMS Titanic, a disaster that still looms large in popular imagination. Why is the Titanic so well remembered? What sets it apart from the hundreds of disasters at sea that have happened before and after?

Use the centennial as a chance to ask your students how they know what they know about history. Do they know about the ship? Where did they learn about it? From a book or a movie? Your students can bring together the skills of historians and scientists to uncover their own answers about the disaster—from who was on the ship to why it sank to how the story of the Titanic fits into history and the present day.

Where to begin? We've gathered some ideas for places to start your search for resources:

  • Research the Titanic with the Library of Congress's guide to Library resources. The Library's blog for teachers also rounds up useful primary sources and links to lesson plans.
  • Discover primary sources buried in the collections of the National Archives and Records Administration (NARA). NARA blog entries look at letters sent to President Taft about the sinking, one survivor's luggage ticket and coupon, and compensation claims from the widows of postal clerks. (NARA also holds a 1912 list of some of the survivors of the disaster.)
  • Interested in learning more about the Titanic's postal clerks? Get to know them with the National Postal Museum's exhibit Posted Aboard RMS Titanic. All of the clerks died at sea, determined to rescue the ship's mail.
  • View artifacts related to the voyage and disaster from the Smithsonian Institution.
  • Read articles related to the disaster and share teaching ideas on the New York Times Learning Network feature.
  • Get a UK perspective on the ship courtesy of the BBC, including survivor interviews and an interactive look at the wreck site.
  • Learn about the science and history behind the story of the Titanic with resources from National Geographic Education. A lesson plan from National Geographic Xpeditions connects geography and history, and "Unseen Titanic," an interactive web feature includes zoomable images of the wreck.
  • Navigate the creation and sinking of the Titanic with HISTORY.com's interactives, videos, and photos.
For more information

James Cameron's film Titanic has helped keep the disaster in public memory. But does the film say more about 1997 than it does about 1912? Historian Steven Biel shares a critical look at Titanic in a film review reprinted from the Journal of American History.