Go West, Young Woman!

Quiz Webform ID
22415
date_published
Teaser

Men and women both settled the West. Answer these questions on women’s records of the experience.

quiz_instructions

It’s Women’s History Month, a good time to remember that women, as well as men, settled the West—and recorded their experiences. Answer the following questions on excerpts from the records of 19th-century (and one early 20th-century) women.

Quiz Answer

1. It was after dark when we came in sight of the camp and a dismal looking it is the tents are all huddled in together and the wagons are interspersed some are singing and laughing some are praying children crying &c. every sound may be heard from one tent to another . . .

This entry comes from a diary recording one woman's experience on:
c. The Mormon Trail

In her diary, 18-year-old Emmeline B. Wells describes her experiences on the trail from Nauvoo, IL, to Garden Grove, IA. In 1846, Mormons, followers of the Church of Latter-day Saints, began to migrate west from their settlement in Nauvoo due to persecution, following a trail that, for much of its length, closely followed the Oregon Trail. Wells's diary describes the first half of this journey; as 1846 ended, the Mormons would winter in Iowa and then continue on to the territory that would become Utah. Wells relates experiences both general to all trailgoers and specific to women—the diary ends with her husband unexpectedly abandoning her, and her grief at the event.

2. There were no battlefields, but over every mile of the long trail stalked the shadow of death. And what was waiting to greet us in [. . .]? A wilderness marked by faint trails of wild Indian feet (wilder than wild animals that would tear with bloody claws) and slow, agonizing death caused by the poison fangs of rattlesnakes who were in countless numbers.

This paragraph from a memoir by a female pioneer describes which state?
b. California

Lee Summers Whipple-Haslam, near the end of her life, wrote a memoir of her experiences as a child traveling to and living in California during the Gold Rush. Whipple-Haslam's parents brought her to California in 1850, where her mother ran a boarding house and her father prospected. Critics accused the memoir, published in 1925, of being more nostalgic fantasy than precise memory, but it still provides one woman's latter-life interpretation of the Gold Rush and California settlement.

3. We all take names - Wajapa names me, Ma-she-ha-the. It means, The motion of eagle as he sweeps high in the air. He gives me the name of his family and band. He belongs to the eagle family. Ma-she means high, ha-the means eagle.

In this diary extract, a woman is describing an encounter with which Native American group?
a. The Dakota Sioux

In this excerpt from her September 23, 1881 diary entry, ethnologist Alice Fletcher describes her assumption of a Sioux Dakota name before spending a month and a half studying the lives of Native Americans in the Dakota Territory. Fletcher, a woman from a well-off family, had developed a vocational interest in ethnology that led her to undertake this study. Like many other male and female reformers of the day, she would go on to attempt to "civilize" Native American culture through education and political action.

4.



In this image, a female photographer captures a scene in what city?
b. San Francisco

Words aren't the only medium in which women could capture their life experiences in the West. Here, photographer Laura Adams Armer records a street scene from San Francisco, c. 1910. Armer worked as a portrait photographer in San Francisco in the early 1900s, taking time to preserve not only portraits of native San Franciscans but also photographs of the life of the city—and, later in her career, of the lives of southwestern Native Americans, particularly Navajo communities.

For more information

diaries-ctlm.jpg Read the full text of Emmeline B. Wells's diary at the Library of Congress's American Memory collection Trails to Utah and the Pacific: Diaries and Letters, 1846-1849. The collection includes diaries written by three other women traveling the westward trails; refer to the author index and introductory essay for more information.

The first few sections of Lee Summers Whipple-Haslam's memoir, Early Days in California; Scenes and Events of the '50s as I Remember Them, can be read online in the American Memory collection "California as I Saw It:" First-Person Narratives of California's Early Years, 1849-1900. Try the subject heading "Women" in the "Browse" menu for more primary sources written by women.

Alice Fletcher's diary of her time with the Dakota Sioux can be read in full at the National Anthropological Archives' exhibit Camping With the Sioux: Fieldwork Diary of Alice Cunningham Fletcher. Kate and Sue McBeth, Missionary Teachers to the Nez Perce Indians offers the diaries of two other women who took up the cause of Native American assimilation in the late 19th century.

Yale University's Women Artists of the American West features photographs by Laura Adams Armer and other female photographers of the American West, as well as essays on the women and their work.

For suggestions on analyzing diaries and other personal narratives, try Making Sense of Letters and Diaries by professor, author, and historian Steven Stowe.

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American Personalities: Uncle Sam and Lady Liberty Anonymous (not verified) Sun, 11/22/2009 - 06:09
Quiz Webform ID
22411
date_published
Teaser

Playing the role of the U.S., these characters consistently star in propaganda and political cartoons. Answer these questions on their history.

quiz_instructions

Uncle Sam and Lady Liberty—for over a century, these two characters have personified the United States and popular conception of the nation’s ideals. Answer these questions about the roles these characters have played, including soldier, tyrant, police officer, financier, judge, deity, and champion of the oppressed.

Quiz Answer

1. What characters have political cartoonists used to represent the English counterparts to Uncle Sam and Lady Liberty?

c. John Bull and Britannia.

Wearing breeches and a Union Jack waistcoat, John Bull once served as the symbol for the British everyman, but evolved into a symbol of the country as a whole. Both Britannia, the goddess-like female figure of England, and John Bull often appeared in political cartoons with Uncle Sam or Columbia—another name for Lady Liberty.

2. This version of Uncle Sam appeared in a Denver Evening Post cartoon in November 1898. Uncle Sam is usually drawn as a skinny character. Why is he fat here?

b. He has just finished consuming overseas territories, such as Hawaii, Puerto Rico and the Philippines.

In a spree of imperialism, the United States, represented by Uncle Sam, has "consumed" Hawaii (annexed to the U.S. on July, 1898), as well as Puerto Rico and the Philippines (though the Treaty of Paris and the acquisition of these as territories was still in debate in November 1898). Now, Uncle Sam turns to the figure of Spain—the cartoon's caption has him say, "Now, young man, I'll attend to your case." With the Spanish-American War over, the glutted U.S. prepares to attend to Spain itself, not just its colonies.

3. When did political cartoonists draw Uncle Sam as a self-appointed global policeman?

d. During the "Imperialist" phase of U.S. foreign affairs, beginning prior to the Spanish-American War.

In the years leading up to the Spanish-American War and the U.S. metamorphosis into an imperialist world power, Uncle Sam was often drawn as a police officer. However, cartoonist Thomas Nast had already pictured Uncle Sam as a cop on the beat, policing U.S. political corruption, as early as 1888.

4. When Uncle Sam first appeared, he was drawn to resemble:

a. An old gentleman in knee breeches.

For several decades, Uncle Sam was indistinguishable from an earlier character, Brother Jonathan, who also represented the U.S., superceding Yankee Doodle. By the middle of the 19th century, the same figure-by then clad in striped pants, short jacket, and top hat—was sometimes called Uncle Sam and sometimes Brother Jonathan. By about 1875, "Brother Jonathan" had mostly disappeared.

5. When Columbia first appeared, she most closely resembled:

a. The goddess of liberty, Libertas.

Often depicted in the French Revolution, Libertas wore a soft "liberty" or "Phrygian" cap. As Columbia, she could also wear feathers on her head, a reference to Native Americans, or a star or crown. The name "Columbia" fell out of popularity after World War I, and the character gained the names "Miss Liberty" or "Lady Liberty."

For more information

The Library of Congress, as part of its American Treasures exhibit, looks at the history of the famous "I Want You" World War I image of Uncle Sam. It also showcases an image, by the same artist, of Lady Liberty.

Uncle Sam and Lady Liberty have appeared regularly in political cartoons since their creation. Vassar College's 1896: The Presidential Campaign includes a subsection just for cartoons containing Uncle Sam, as does Leo Robert Klein's The Red Scare (1918-1921) (see "Uncle Sam" under subject headings). Even Dr. Seuss took his turn drawing Uncle Sam: Try June 1942 in Dr. Seuss Went to War: A Catalog of Political Cartoons. You might also try a search for the term "uncle sam" in the New York Public Library's Digital Archive.

Once you've found some resources picturing these iconic personifications, take a look at Understanding and Interpreting Political Cartoons in the History Classroom for models of classroom use.

Sources
  • "Have Your Answers Ready," 1917, Library of Congress, Prints and Photographs Collection (accessed November 12, 2009).
  • James Baillie, "Uncle Sam and his servants" (New York: 1844), Prints and Photographs Collection, Library of Congress (accessed November 12, 2009).
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End of the Oregon Trail Interpretive Center [OR]

Description

The End of the Oregon Trail Interpretive Center presents the history of the Oregon Trail, one of the historically most widely used routes of migration within the United States. Its period of most concentrated use was the Great Migration of 1843, also known as the Wagon Train of 1843. The site includes a visitor's center and gardens with period plants.

The center offers interpreters in period dress, hands-on activities, exhibits, cedar carving demonstrations, and a garden.

In Our Own Time: Native American Timekeeping

Quiz Webform ID
22411
date_published
Teaser

It’s American Indian Heritage Month, but by whose calendar? Decide if these statements are true or false.

quiz_instructions

When Europeans arrived in North American, they brought their own calendars and understanding of the passage of time. Native peoples, they found, related to time in ways both similar and very different. Decide whether the following statements on Native timekeeping practices are true or false.

Quiz Answer

1. Winter counts, kept by the Lakota people, mark each year in a Lakota band's history with a picture depicting an important event. For the year 1833, many Lakota winter counts show the same event: stars falling from the night sky.

True. In the winter of 1833, the Leonid meteor shower, visible each November, blazed with extraordinary strength. The falling stars caught the attention of people throughout North America, and many Lakota bands chose the shower as the event to stand for the year. Later in the 1800s, ethnologist Garrick Mallery (1831-1894) identified the pictures as standing for the meteor shower, allowing scholars to match the years of the winter counts with the European calendar.

2. Prior to introduction to European calendar systems, the Native peoples of Alaska used peg calendars, wooden calendars in which a peg was moved forward in a series of holes day by day to mark the passage of time.

False. Russian colonists and missionaries introduced peg calendars to the Native peoples of Alaska so that they could track the holy days of the Russian Orthodox Church. Russian contact with Alaskan cultures began in the 1700s, and settlement of the region, accompanied by cultural exchange, continued until 1867, when the U.S. purchased Alaska from the Russians. Peg calendars remained in use into the 20th century.

3. The Winnebago Native Americans recorded time using calendar sticks, in which notches were cut to signify important events, lunar cycles, years, and other units of distinction and division.

True. The Winnebago Native Americans did use sticks to record the passing of time in this manner. However, the use of calendar sticks was not limited to the Winnebago. Other Native American groups throughout North America used sticks, including the Pima, the Osage, and the Zuni. The markings on sticks and their daily and ceremonial use varied from region to region and people to people.

4. The Hopi calendar divides the year into four sections. Spirits known as katsinas (or kachinas) visit the Hopi people in two of these sections, alternating with the two sections free of the spirits.

False. The Hopi calendar divides the year into two halves, one beginning around the summer solstice (June 20th or 21st) and the other with the winter solstice (December 21st or 22nd). After the winter solstice, katsinam, benevolent spirits, visit the Hopi people, personated by Hopi men in masks and costumes. Following the summer solstice, the katsinam leave the Hopi again.

For more information

nativeamericans_ctlm.jpg The Smithsonian National Museum of Natural History's online exhibit Lakota Winter Counts displays the images from 10 winter counts. Annotations describe what each image represents, and the website offers a teaching guide and other resources. Check the entries for the winter of 1833-1834 to see the counts' depictions of the 1833 meteor shower.

The website Alaska's Digital Archives includes a collection of digital resources, including photographs and documents, on Alaskan Native history. A photograph of a 1900s peg calendar, decorated in Aleut or Alutiiq style, can be found here.

The National Watch and Clock Museum provides a travelling trunk program that includes a "Native American Timekeeping Travel Trunk." For a $50 fee plus shipping charges, you can check out the trunk, which contains background material on calendar sticks, winter counts, and the Aztec calendar, as well as samples of and directions for related crafts.

Rainmakers from the Gods: Hopi Katsinam, an online exhibit from Harvard's Peabody Museum of Archaeology and Ethnology, follows the ceremonies of the Hopi year and includes pictures of katsina dolls associated with each ceremony.

To find more resources on Native American history and culture, check out the History Content section of our website. Select the section that corresponds with the material type you'd like to find—Website Reviews points you toward quality websites, Online History Lectures catalogs online audiovisual presentations, and History in Multimedia collects field trip possibilities from across the country. In the search boxes, choose "American Indians" from the dropdown "Topic" menu, or enter the specific keywords you'd like to find resources on in the "Keywords" box and hit "Submit."

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Lady Daredevils

Quiz Webform ID
22410
date_published
Teaser

Amelia Earhart's sisters in the spirit of daring and adventure . . . match the daredevils with the descriptions of their accomplishments.

quiz_instructions

While women may often have been left out of historical accounts, they were never left out of history—and some women got themselves into the books in remarkable (and unusual) ways. Match the pictures of each of the following women with the descriptions of their accomplishments in the drop-down menu:

Quiz Answer




1. Nellie Bly (Elizabeth Jane Cochran). Investigative undercover reporter for the New York World and globe traveler. Lived 1864-1922.

2. Annie Smith Peck. Amateur American archeologist of Greek antiquities, and world's most famous mountaineer. Scaled Mt. Shasta, the Matterhorn, Popocatépetl, Orizaba, and Huascarán, among others. Lived 1850-1935.

3. Marguerite Harrison. Reporter for the Baltimore Sun and spy in revolutionary Russia. First foreign woman to be held by Bolshevists in the Lubyanka prison. Explorer and cinematographer in China and among the Bakhtiari in Central Asia. Lived 1879-1957.

4. Annie Edson Taylor. Unemployed schoolteacher who, at age 63, was the first person to survive going over Niagara Falls in a barrel, on October 24, 1901. Lived 1838-1931.

5. Mabel Stark (Mary Haynie). Daughter of Kentucky farmers. Joined the circus and, during the 1920s, became the world's most famous and skilled tiger and lion trainer, working with up to 18 cats at once. Lived 1889-1968.

6. Sonora Webster Carver. As a teenager in 1923, the first woman performer to dive on horseback 40 feet down into a deep pool of water at the Steel Pier in Atlantic City. Regularly performed the stunt for two decades, even after being blinded in 1931 during a dive. Lived 1904-2003.

7. Georgia "Tiny" Broadwick. In 1908, at age 15, became the first woman to use a parachute (from a hot air balloon), then in 1913, the first woman to make a jump from an aircraft. Trial tested parachute designs for the U.S. Army, and in 1914 made the first free fall parachute jump. Made over 1,100 jumps. Lived 1893-1978.

For more information

PBS' American Experience series of documentaries includes Around the World in 72 Days, on Nellie Bly and her 1889-1890 journey around the world. The full text of Bly's account of her experiences, Nellie Bly's Book: Around the World in 72 Days, can be found free to download or read online at Project Gutenberg. Her report on time spent undercover in an insane asylum, Ten Days in a Mad-house, can also be found at this site.

In 1902, Annie Edson Taylor published a 17-page booklet recording her experiences: The Internet Archive presents the full text of Over the Falls: Annie Edson Taylor's Story of Her Trip: How the Horseshoe Fall Was Conquered.

Sonora Webster Carver also wrote about her life, in her autobiography A Girl and Five Brave Horses. In 1992, Disney released a film, Wild Hearts Can't Be Broken, based on Carver's life—though, as with most films, it presents a highly fictionalized version of a true story.

Try a search in NHEC's Website Reviews—Topic: Women—for websites featuring other remarkable women in American history. From Women in Journalism, archiving interviews with reporters who followed in the footsteps of women like Marguerite Harrison, to the Library of Congress's Votes for Women, preserving material from the fight for women's suffrage, NHEC highlights websites with primary sources suitable for use in the classroom.

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Dueling Logic

date_published
Teaser

Pistols at noon, or handbags at dawn? Decode the Code of Honor by picking the correct answers for these questions on dueling etiquette.

quiz_instructions

In 1838, former South Carolina Governor John Lyde Wilson published The Code of Honor; or, Rules for the Government of Principals and Seconds in Duelling. You are a respected lawyer and landed gentleman in Charleston, SC, in 1838, and determined to follow the Code in your life (and duels).

Quiz Answer



1. To your face, a store-clerk—rather than asking you when he might expect payment for an overdue bill—says that he doubts you have ever intended to pay it. What should your response be?

A. Take out a pistol and threaten to shoot him, unless he immediately apologizes.
B. Ignore the insult as unworthy of notice and take your business elsewhere.
C. Later that day, have your Second ask him for an explanation. If the response conveyed to you is not satisfactory, challenge the clerk to a duel.
D. Immediately beat the clerk with a cane or a horsewhip for his insolence, or have your servant do it.

The point of the duel was not to inflict harm on your opponent, but to preserve your honor. If your honor was threatened and you did not defend it, then you demonstrated that you had none. The clerk was below you in social station and so could not threaten your honor. Duels could only occur between social equals—and gentlemen—who could be expected to rise to a challenge. However, social inferiors could sometimes require discipline or punishment, with the cane or the whip, for their impertinence or rebelliousness.

2. During an evening at a tavern with your long-time acquaintances, the political discussion becomes heated and one of the party intimates strongly but vaguely that the local opposition party leadership (of which you are a member) clings to power because of its willingness to offer bribes. What should you do about it?

A. Nothing at the time and nothing in front of other people. Avoid mentioning it then, but send a respectful letter through a Second to the other person shortly thereafter, asking for an explanation of his actions or words.
B. Call the attention of other witnesses to the insult just after it happens. Leave the scene immediately and send a written challenge to a duel to the person who insulted you.
C. Confront the other person immediately, explaining that he has impugned your honor. Slap his face with a glove or your hand, and tell him that your Second will deliver a demand to him for a duel to settle the matter.

Advocates of the Code of Honor held that its formalities minimized spontaneous escalations of violence, allowing passions to abate and providing opportunities for mediation and reconciliation. Moreover, the Code cautioned against reacting immediately and in front of other people because such an uncontrolled reaction would insult the integrity of the group and would preclude any resolution of the dispute except through a duel. The careful procedures the participants were expected to follow were explicitly detailed. The person who felt insulted and the person whom he thought had insulted him were the "Principals." Each of them found "Seconds," who acted on their behalf at various points in the dispute. The aggrieved Principal was expected to write a polite note to the other Principal (delivered to him by the first Principal's Second), asking for a clarification of his words or actions. If the response did not satisfy the aggrieved Principal, he would write another note, issuing a challenge to a duel, which the Seconds would arrange.

3. You have been sent a note asking for an explanation of your words or actions, but you refuse to respond satisfactorily and repeatedly ignore the challenger's request for an explanation or his later challenge to a duel. What is likely to happen next?

A. You and your friends have a good chuckle over it all and get back to your work, knowing that dueling is unlawful.
B. You send the challenger's note to the local police requesting a judge to issue an injunction against the challenger to stay away from you.
C. The challenger posts a notice in a public place, naming you as a coward who is unwilling to defend his honor. As a consequence, your friends shun you, your business fails, and any political aspirations you may have had are now finished. Your family is shamed by their loss of honor.

The Code of Honor was seen as existing in a society in which the law might act to defend and protect many things, but did not act to defend your personal sense of honor, which could be taken from you if you did not think enough of it to defend it. Dueling was technically illegal in every state in which it was practiced (with the punishment ranging from execution to disbarment from public office), but the law was rarely enforced. Moving the defense of one's honor under the umbrella of the law—through such things as the establishment of libel laws and the use of civil suits—was probably one of the causes of eventually quelling the practice of dueling.

4. You have sent a note, asking for explanation for someone's words that have offended your honor. In a note of reply, the person explains that he was intoxicated when he said what you found offensive. Is that the end of the matter?

A. Yes. Gentlemen may not have been excused by the law from criminal actions that they perpetrated when drunk, but the point of honor with other gentlemen was satisfied when the offender stated that he had been intoxicated.
B. No. In order to satisfy your honor, the offender was obliged, not only to state in reply to you that he was intoxicated, but also to disavow explicitly the insulting words.

Wilson's Code says, "Intoxication is not a full excuse for insult, but it will greatly palliate. If it was a full excuse, it might be well counterfeited to wound feelings, or destroy character." If the initial insult was "You are a liar and no gentleman," the note must not only explain that he was intoxicated when he said that (or that he does not remember saying it because he was intoxicated), but also must state, "I believe the party insulted to be a man of the strictest veracity and a gentleman."

5. Someone strikes you, but then soon apologizes. Is that all that honor demands?

A. Yes. A heartfelt apology, publicly offered, is to be accepted in a spirit of Christian forgiveness. The honor of both parties is preserved.
B. No, that is not enough. Words alone cannot satisfy for a blow offered first.

Wilson's Code says, "As a blow is strictly prohibited under any circumstances among gentlemen, no verbal apology can be received for such an insult; the alternatives therefore are: the offender handing a cane to the injured party, to be used on his own back, at the same time begging pardon; firing on until one or both is disabled; or exchanging three shots, and then asking pardon without the proffer of the cane."

6. Apart from the Principals and their Seconds, who should be present on the ground during a duel?

A. The duelers' families.
B. Members of the local constabulary.
C. The duelers' ministers or priests.
D. Surgeons and their assistants.
E. The general public.

No one else in this list would have been welcome or even tolerated. Dueling was not a family feud, and having family members present would have been distracting, provocative, and cruel. Dueling was conceived as a private matter between gentlemen, so the general public was certainly not invited to witness it. It was also illegal, and so duels were generally conducted in secret, at a time and place such that police or sheriffs would not interfere. And the clergy did not countenance the practice, and so they would not appear on the dueling ground either.

7. If you are the Principal in a duel and you come onto the ground but then refuse to fight or to continue the fight when required—or you leave the site altogether—what should your Second do?

A. Step in and take your place in the duel to uphold your honor.
B. Try to determine from you the reasons for your actions, explain them to the other Principal and Second, and negotiate the best settlement possible.
C. Ask for mercy from the other Principal on your behalf.
D. Say to the other Second: "I have come upon the ground with a coward. I tender you my apology for an ignorance of his character." Then tell him and the other Principal that they may publicly post your name as a coward.

It was felt that if the strongest means to enforce the system were not in place, it would very quickly become nothing but a farce. During antebellum years, the weapons used were often smoothbore, muzzle-loaded, flintlock pistols, which fired a single bullet and had to be reloaded after each shot. The exchange of shots was sometimes lethal, but often not. Depending on the nature of the dispute and the disputants, honor might be "satisfied" on both sides after an exchange of fire in which neither one of the Principals was hit, or in which one or the other were merely wounded or grazed.

8. As Principal, you appear with your Second at the appointed time and place for the duel. The other Principal also appears with his Second and offers you an apology for his insult. Is your honor satisfied?

A. Yes. The whole point is the reconciliation of disputes.
B. No. At this point the dispute cannot be settled with a mere apology, for the other Principal has placed you in a trying situation far beyond the initial insult. The duel must proceed.

"No apology can be received, in any case, after the parties have actually taken their ground, without exchange of fires." In fact, this rule was sometimes breached, and reconciliation was achieved on the ground before shots were exchanged.

9.Is honor satisfied if one or both of the Principals "delopes"—that is, deliberately fires into the air or into the ground to avoid harming each other, or to show their magnanimity?

A. Yes. It is sufficient, and in many cases, laudable.
B. No. This is not admissible.

If the offence and the challenge were not serious in the first place, it should not have come to the point of a duel. If they were serious, the duel must be taken seriously, or in a way that might even suggest that you do not regard your opponent as worthy to shoot at. As a matter of historical fact, however, either one or both of the Principals did "delope" and afterwards counted the matter settled.

10. After an exchange of shots and neither one of the Principals is hit, can the duel be ended with honor served?

A. No, never. The Principals must reload and continue firing until one of them is hit.
B. Yes, always. The exchange of shots proves each Principal's willingness to defend his honor.
C. Yes, sometimes, depending on whether the Challenger feels that his honor has been satisfied.

If neither Principal is hit, the Second to the one who was challenged should approach the Challenger's Second and ask if he is satisfied. He may say yes, if the original insult or injury was not great, but he may say no if the insult was a serious one, in which case the duel must continue until one or the other of the Principals is hit.

For more information

Project Gutenberg provides the full text of John Lyde Wilson's The Code of Honor, or, Rules for the Government of Principals and Seconds in Duelling. The pamphlet runs to 14 printed pages, in eight chapters of bullet points—short enough for homework reading, or perhaps division and discussion in class.

Colonial Williamsburg's podcast has twice looked at early American dueling—in one podcast on The Code Duello and its application in Europe and the States, and in another on the famous duel between Alexander Hamilton and Aaron Burr.

PBS's website The Duel looks in detail at the duel between Hamilton and Burr and provides history on dueling and a teacher's guide for viewing the corresponding documentary, American Experience: The Duel. You can also watch the sections "A Father's Loss" and "The Duel" from the full PBS documentary American Experience: Alexander Hamilton online (scroll forward to 15:27 or right click on the chapters on the thumbnail bar at the bottom of the screen).

Or try the lesson plan and resource collection compiled by the Missouri State Archives' Missouri Digital Heritage: Crack of the Pistol: Dueling in 19th-century Missouri. The lesson plan invites students to read and interpret a variety of primary sources related to dueling in Missouri, including the original 1777 Irish Code Duello.

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Knock, Knock. . . Who Lives Here?

Quiz Webform ID
22414
date_published
Teaser

Would you answer the door if the census taker came knocking?

quiz_instructions

In March 2010, the 23rd U.S. census went out—220 years after the first census, in 1790. What do census questions tell us about American society and values? Look at the categories of census data below and select the year in which the information was collected.

Quiz Answer

1. 1790
families with 11 or more members
families holding 2-4 slaves
avg. slaves per slaveholding family
free colored slaveholding families
persons of Scotch nationality
persons of Hebrew nationality

2. 1840
white persons 20 years of age and over who cannot read and write
scholars in primary and common schools
female slaves 55-99 years of age
free colored females under 10 years of age
men employed in newspaper production
persons employed in navigation of canals

3. 1870
male citizens 21 years of age and over
persons born in Africa
persons 10 and over who cannot read
total state taxation
public debt of the county
youths employed in manufacturing

4. 1880
persons born in China
Indians
colored persons
farms 500-999 acres rented for fixed money rental
average hours labor per week in iron and steel manufacturing
average youths and children employed in manufacturing

5. 1900
other colored females 5-20 years of age
illiterate foreign-born alien males 21 years of age and over
native white illiterates 10 years of age and over of native parentage
farms of colored owners and tenants
capital invested in buildings used in manufacturing
salaries of salaried officials, clerks, etc. in manufacturing

6. 1910
rural population
white persons born in asian turkey
native white males of voting age of mixed parentage
Indian, Chinese, Japanese and male of all other races of voting age
persons 15-17 years of age attending school
farms of foreign-born whites

For more information

census-ctlm.jpg In 1790, federal marshals collected data for the first census, knocking by hand on each and every door. As directed by the U.S. Constitution, they counted the population based on specific criteria, including "males under 16 years, free White females, all other free persons (by sex and color), and slaves." There was no pre-printed form, however, so marshals submitted their returns, sometimes with additional information, in a variety of formats.

In 1810 and 1820, additional categories appeared, collecting information on "free White males and females under 10 years of age," as well as those "10 and under 16," "16 and under 26," "26 and under 45," and "45 years and upward." "Free colored persons" and slaves were now counted separately as were "all other persons, except Indians not taxed" and "foreigners not naturalized." Through the decades, the census continued to expand, including a growing number of questions on agriculture, manufacturing, living conditions, education, crime, mortality, and increasingly, race and ancestry.

The census has always had political implications, informing conscription, Congressional representation, and the collection and allocation of taxes. It has also always both reflected and shaped social divisions. Before 1960, census enumerators interviewed families in person and without consulting the individuals, selected which box to check for "race." Starting in 1960, largely for financial reasons, the Census Bureau mailed forms directly to households, thereby allowing individuals to select their own boxes. This led to a fundamental change in the way race was categorized and measured. In 2000, for the first time, individuals could select more than one box and about 6.8 million Americans did so, reflecting the complex nature of racial and ethnic categories today.

The 2010 census is designed to count all residents and will ask a small number of questions, such as name, sex, age, date of birth, race, ethnicity, relationship and housing tenure. The longer American Community Survey will collect socioeconomic data annually from a representative sample of the population.

For searchable (and map-able) databases of historical census data from 1790 to 1960, refer to the University of Virginia's United States Historical Census Data Browser. For more current information, try the official website of the U.S. Census Bureau..

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The Royal We: Princesses of the Past

Quiz Webform ID
22412
date_published
Teaser

Daughters of rulers and subjects of history . . . are these statements on women of monarchical lineage true or false?

quiz_instructions

The U.S. formed by breaking ties with a king, but its people remain fascinated by royalty—particularly glamorous queens and princesses, whether fictional or real. While we have no royalty of our own, monarchies (and princesses) do figure in American history. Choose whether the following statements are true or false.

Quiz Answer

1. When Pocahontas, daughter of Algonquian chief Powhatan, met King James I in England, he chided her husband, colonist John Rolfe, for having dared to marry a royal.

True. Or at least, he is recorded as doing so in colonist Robert Beverley's 1705 The History and Present State of Virginia, today a major resource in early Virginian and colonial history. Beverley gives a full account of Pocahontas's story (though historians debate its accuracy). According to Beverly, in England,

"Pocahontas had many Honours done her by the Queen . . . she was frequently admitted to wait on her Majesty, and was publickly treated as a Prince's Daughter; she was carried to many Plays, Balls, and other publick Entertainments, and very respectfully receiv'd by all the Ladies about the Court. Upon all which Occasions she behaved her self with so much Decency, and show'd so much Grandure in her Deportment, that she made good the brightest Part of the Character Capt. Smith had given of her. In the mean while she gain'd the good Opinion of every Body, so much that the poor Gentleman her Husband had like to have been call'd to an Account for presuming to marry a Princess Royal without the King's Consent . . ."

2. Queen Lili'uokalani, forced to abdicate her throne in 1893, was the last female royal of the Hawaiian monarchy.

False. Upon coming to the throne in 1891—following the death of her brother, King Kalakaua—Queen Lili'uokalani appointed Victoria Ka'iulani Cleghorn, her half-Scottish half-Hawaiian niece, as Crown Princess of Hawaii. Born in 1875 and educated in the UK, Ka'iulani spent the latter part of her short life advocating for the restoration of her country's independence. She died of illness in 1899, at the age of 23—shortly after the U.S. officially annexed Hawaii. The Hawaiian royal line continues today, but Ka'iulani was the last princess appointed while the monarchy held political power.

3. One female sachem (an Algonquian tribal chief) took part in the bloody 1675-1676 conflict between New England colonists and Native Americans known as King Philip's War.

False. Two female sachems took part in King Philip's War. The most famous is Weetamoo, sachem of the Wampanoag tribe called the Pocassets and sister-in-law of Metacom, sachem of the Pokanoket. Called Philip by the English, Metacom was the Philip of King Philip's War and, with Weetamoo and her tribe, fought against the English. Less famous is Awashonks, female sachem of the Sakonnets. Though she originally sided with Weetamoo and Philip, she later chose to ally her tribe with the English.

4. The marriage of Japanese imperial princess Kazunomiya to the acting ruler of Japan, shogun Tokugawa Iemochi, was a direct reaction to the 1854 Convention of Kanagawa, in which American Commodore Matthew C. Perry intimidated Japan into opening its ports to the U.S.

False. The imperial family objected to the opening of Japan—which had kept its borders largely shut to outsiders for centuries—to the U.S., but the imperial princess' marriage did not take place until several years after the shogun concluded a second treaty, this one with the first U.S. Consul General to Japan, Townsend Harris. The shogunate, essentially a monarchy made up of warrior-rulers, had long held the power of government in Japan, while the traditional monarchy of the imperial family had become largely ceremonial. However, the shogunate's agreeing to open the country to Westerners in the treaties of 1854 and 1858 created a political divide between supporters of the shogun and of the emperor; Kazunomiya's marriage to Iemochi in 1862 was meant to bridge this divide.

For more information

princess-image-ctlm.jpg To read Robert Beverley's full account of the life of Pocahontas, refer to pages 25-33 of his The History and Present State of Virginia online at Documenting the American South.

In contrast to Beverley's account, listen to historian Caroline Cox's attempt to reconstruct the life of Pocahontas in the lecture Biography: Pocahontas. In Colonial Williamsburg's podcast episode We are Starved, archaeologist Ivor Noel Hume provides a very different view from Beverley's of Pocahontas's time in England.

For more information on Crown Princess Ka'iulani, refer to The Ka'iulani Project, a website and research community that seeks to recover the history of Ka'iulani and make her life story more widely known. For class-appropriate readings on Ka'iulani, Scholastic's series of books for young people The Royal Diaries includes Ka'iulani: The People's Princess, a fictionalized first-person account of the princess' life from 1889 to 1893. Currently, much controversy surrounds an in-production film on the life of the princess and the annexation of Hawaii.

Weetamoo's early life, as well as the life of Awashonks, are fictionalized in another volume in Scholastic's The Royal Diaries series: Weetamoo: Heart of the Pocassets, by Patricia Clark Smith. Details on the lives of both Weetamoo and Awashonks are scarce, as the Wampanoag people had no written language; however, Mary Rowlandson, a colonist captured by the Wampanoag during King Philip's War, describes Weetamoo in her memoir, Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. Project Gutenberg offers the full-text of the narrative.

For more on King Philip's War, Harvard professor Jill Lepore discusses the conflict in an episode of the Gilder Lehrman Institute of American History's podcast, Historians on the Record.

In Kazunomiya: Prisoner of Heaven, another volume in Scholastic's Royal Diaries series, Kathryn Lasky imagines Kazunomiya's life from 1858 to 1862.

Sources
  • Robert Beverley, The History and Present State of Virginia… (London: 1705), Documenting the American South (accessed September 4, 2009).
  • Sheila Keenan, Scholastic Encyclopedia of Women in the United States (New York, N.Y.: 2002).
  • Kathryn Lasky, Kazunomiya: Prisoner of Heaven (New York, N.Y.: Scholastic, 2004).
  • Patricia Clark Smith, Weetamoo: Heart of the Pocassets (New York, N.Y.: Scholastic, 2003).
  • University of South Florida, Florida Center for Instructional Technology, Clipart ETC, (accessed September 4, 2009).
  • Ellen Emerson White, Kaiulani: The People's Princess (New York, N.Y.: Scholastic, 2001).
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First Ladies' Firsts

date_published
Teaser

What about the other occupants of the White House?

quiz_instructions

The role of the First Lady has changed over time due to shifting social values as well as the individual personalities of the first ladies. Try to identify the correct first lady in each question based on the following descriptions.

Quiz Answer

1. What president's wife first spoke on national radio, broke precedent by inviting noticeably pregnant women to stand with...

Lou Hoover.

2. Several First Ladies were widely known as counselors to their husbands, but which one engineered her husband's run for ...

Helen Taft.

3. What First Lady was the first (and only) woman to have married a President in a White House ceremony?

Frances Cleveland.

4. What president's wife was the first to descend into a mine?

Julia Grant.

5. What president's wife was the first to invite spirit mediums to the White House to conduct séances?

Mary Lincoln.

6. Who was the first woman to see her husband being sworn in as President? A famous writer described her as "a fine, portly...

Dolley Madison.

7. Who was the first woman widowed as First Lady to be present for the inauguration of her husband's successor?

Jacqueline Kennedy.

For more information

firstladies_hoover.jpg [Question 1] The first photograph of either a president or a first lady broadcasting from the White House is of Mrs. Hoover. She began national broadcasts in 1929, even setting up a practice room in the White House where she could "improve [her] talkie technique." Many of her broadcasts were made from President Hoover's country retreat, Camp Rapidan, where she often devoted her programs to speaking to young people, urging girls to contemplate independent careers and boys to help with the housework. Mrs. Hoover had a degree in geology from Stanford University, as did her husband. She had accompanied him to China for two years, where he hadsupervised the country's mining projects. She later used the Mandarin Chinese she learned then to communicate with her husband privately when they were in the presence of others.

[Question 2] Her father and her maternal grandfather had both served in Congress. When she was 17, she had gone to Washington with her parents to visit their family friends, President Rutherford Hayes and his wife Lucy, and she had spent a week as a guest at the White House. She was politically ambitious, but saw little opportunity for women to advance their own political careers. She married William Taft, a lawyer, who would probably have been content to practice law, or to become a judge, but she strongly encouraged him to accept political appointments, and finally, to run for political office. On her husband's inauguration day, the outgoing President, Theodore Roosevelt, left Washington immediately after the swearing-in ceremony, and she skillfully maneuvered herself into the car, next to her husband, that drove them both back to the White House. William Taft coped with stress and unhappiness by eating. During his presidency, his weight ballooned to 340 pounds, making it necessary for theTafts to replace the White House bathtub with a super-sized one.

[Question 3] Bachelor President Grover Cleveland married 21-year-old Frances Folsom on June 2, 1886, in a White House ceremony at which John Philip Sousa played the wedding march. After the ceremony, the newlyweds escaped to a honeymoon cottage in nearby Deer Park, Maryland, where reporters camped out in the bushes. Frances Folsom was the daughter of Cleveland's former law partner. Cleveland had known her since she had been born, and had bought her first baby carriage. He was 27 years older than her.

President John Tyler's first wife, Letitia, was the first woman to die during her husband's presidency, in 1842. He remarried while he was President, to Julia Gardiner, at her church in New York City, on June 26, 1844. President Wilson's first wife, Ellen, died in the White House on August 6, 1914, and he remarried, to Edith Bolling Galt, while he was President, on December 8, 1915, in a ceremony at Edith's Washington, D.C. home.

firstladies_grant.jpg [Question 4] Julia Grant, although it happened after her husband was no longer president. Mrs. Grant went down the Big Bonanza silver mine in Virginia City, Nevada with her husband after hearing that he had wagered that she would be afraid to go. The Grants, along with their son, Ulysses, Jr., visited the mine on October 28, 1879, more than two years after Grant had left office. The mine's fabulous production of silver during the Civil War had done much to undergird the Government's financial credit internationally. Lucy Hayes later descended into the same mine with her husband, President Rutherford Hayes. On May 21, 1935, Eleanor Roosevelt made the national news by visiting the Willow Grove coal mine in Bellaire, Ohio, to observe the working conditions of the miners.

[Question 5] After the Lincolns' son Willie died in February 1862, she grew despondent. A few of her acquaintances suggested that she and her husband could still receive consolation from him in the afterlife through the intermediary of a spirit medium. Mrs. Lincoln invited several—the exact number is disputed—to the White House for private consultations. Both Lincolns attended a few séances elsewhere in Washington, although it is a matter of conjecture whether the President regarded these as anything more than a kind of entertainment.

[Question 6] The famous writer was Washington Irving. James Madison was generally shy and reticent among crowds and at parties, but Dolley was a social gadfly and an accomplished hostess. She was also a couple of inches taller than her husband.

firstladies_kennedy.jpg[Question 7] Lyndon Johnson, with his wife Lady Bird on one side and Jackie on the other, was sworn in aboard Air Force One less than two hours after JFK's assassination. The ceremony was delayed to wait for Jackie to arrive. The most famous photograph of the event has Jackie in the foreground, standing in a pink suit still stained with her husband's blood, with LBJ in the center with his hand upraised taking the oath, and with Lady Bird in the background.

Sources
  • Betty Boyd Caroli, First Ladies. New York: Oxford University Press, 1987.
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Alien Invasions

Quiz Webform ID
22414
date_published
Teaser

For each pair of animal and plant species, identify the one that is not native to America.

quiz_instructions

America's wildlife looks different than it did before Columbus: Newcomers to North America introduced many plants and animals. Some introductions were accidental, but others were made to "improve" the New World.

In each pair of species, one is native to America and one was introduced. Select the introduced species:

Quiz Answer

1. House Sparrow (Passer domesticus), first introduced by the New York-based American Acclimatization Society in the 1850s, and by others during that decade.

2. Starling (Sturnus vulgari), first introduced by Eugene Schieffelin of the American Acclimatization Society into Central Park in 1877.

3. Rock Pigeon (Columba livia), first introduced to North America in 1606 at Port Royal, Nova Scotia.

4. Kudzu (Pueraria lobata), first introduced on a large scale to America from about 1935 by the Soil Conservation Service and the Civilian Conservation Corps, which planted it extensively in southern states in an effort to control soil erosion.

5. Dandelion (Taraxacum officinale), first introduced by British colonists as a garden green and medicinal herb.

6. Common Carp (Cyprinus carpio), first brought to the U.S. in 1831, but widely introduced by U.S. Fish and Fisheries Commission head Spencer Fullerton Baird soon after 1871, as a food source in the nation's overfished rivers and lakes.

7. Water Hyacinth (Eichhornia crassipes), first introduced into North America in 1884. It now clogs many lakes, ponds, and inland waterways.

8. Gypsy Moth (Lymantria dispar), introduced to Medford, MA, in 1868, by French amateur entomologist Étienne Léopold Trouvelot, in an effort to cross breed them with silk moths in the U.S., which had become susceptible to various diseases.

For more information

aliens-answer.jpg The University of Georgia's Center for Invasive Species and Ecosystem Health lists invasive species—plants, animals, insects, and others—in the U.S. today. It does not, however, describe the history of most invasions—a classroom exercise might involve students selecting a species from the list and tracing its introduction to the U.S. through research elsewhere. For instance, the New York Times' archived articles include an 1877 article on the American Acclimatization Society's release of sparrows, skylarks, and other birds in North America.

Try a general search of NHEC using the keywords "Civilian Conservation Corps" to learn more about the history and activities of this New Deal organization.

For websites offering primary sources and high-quality information on the environment, conservation, and other ecology-related topics in U.S. history, search NHEC's Website Reviews—Topic: Environment and Conservation. Or search Online History Lectures using the same topic to turn up audiovisual presentations, long and short, on nature and U.S. history.

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