Divided Allegiance

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Question

How can a person born in the U.S. to one U.S. citizen parent and one non-U.S. citizen parent (divided allegiance) be defined as a 'natural born citizen?'

Shouldn't a 'natural born citizen' be defined as being born with allegiance to the U.S. only?

Answer

Throughout the history of the United States, there has been a consistent evolution of who a citizen is and how a citizen is defined, as the United States Constitution has been both decided upon and modified on various occasions to expand the definition of who is a citizen and guarantee equal rights for all individuals. In the late 18th century, a citizen was defined as a white, male landowner, and African Americans could legally be held as slaves. The 1857 Dred Scott v Sandford Supreme Court case affirmed this definition. The Oyez Project (2005–2011) puts forth that in this case the Court found that "no person descended from an American slave had ever been a citizen." Six years subsequent to this decision, President Lincoln issued the Emancipation Proclamation, which declared "that all persons held as slaves within the rebellious states are, and henceforward shall be free."

The 14th Amendment guarantees that a person born in the United States is thereby a citizen, even if both parents are illegal immigrants.

This change was reflected in the Constitution of the United States in the 14th Amendment (1868), which states "All persons born or naturalized in the United States . . . are citizens of the United States and of the State wherein they reside," as well as the 15th Amendment (1870), which puts forth that "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude." However, the next half century still saw roughly half of the country's population without full citizenship rights, as it was not until 1920 that the 19th Amendment was passed that granted women suffrage. To answer the particular question posed above, simply put, the 14th Amendment guarantees that a person born in the United States is thereby a citizen, even if both parents are illegal immigrants. However, this is not without controversy, and it has become a political issue, as citizens born to illegal immigrants have derisively been referred to as "anchor babies." For more on this issue, try searching the New York Times using the phrase "anchor babies." However, American children of foreign parents can be dual citizens depending in part on the rules of the other country. This status is conferred when "an individual is a citizen of two countries at the same time." The website newcitizen.us describes potential benefits to being a dual citizen; among them are "the privilege of voting in both countries, owning property in both countries, and having government health care in both countries." However, the U.S. Department of State puts forth that the U.S. government "does not encourage" dual citizenship "because of the problems it may cause," particularly that "claims of other countries on dual national U.S. citizens may conflict with U.S. law, and dual nationality may limit U.S. Government efforts to assist citizens abroad." To answer the initial question in regards to allegiance, allegiance may be more the way a person feels rather than actual law. On this topic the U.S. Department of State notes that "where a dual national is located [where the citizen resides] generally has a stronger claim to that person's allegiance."

Bibliography

Newcitizen.us. "Dual citizenship." 2011 (accessed on April 8, 2011).

U.S. Supreme Court Media. "Dred Scott v. Sandford," 60 U.S. 393 (1857). The Oyez Project (accessed on March 31, 2011).

U.S. Department of State. "US Department of State Services Dual Nationality" (accessed on April 8, 2011).

U.S. Immigration Support. "US Dual Citizenship." 2010 (accessed on April 8, 2011).

Divining America: Religion in American History

Teaser

Use this essay on Jewish immigration to flesh out a unit on the Civil War or immigration.

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Description

In this essay, authors Jonathan D. Sarna and Jonathan Golden of Brandeis University explore the impact Jewish immigration had on American history and culture.

Article Body

While the story of Jewish immigration to America often begins in the late 1800s, this rich story dates back to the beginning of the nation. We have included this essay in the lesson plan review section because it clearly identifies lesson topics, briefly presents teachers and students with a rich and nuanced overview of Jewish history, and provides resources to further explore the topic. The authors of this essay, Jonathan D. Sarna and Jonathan Golden of Brandeis University, explore how the evolution of Jewish customs and practices in America can be examined under the broad lens of assimilation. One scholarly debate summarized in this essay concerns the role of Old World and New World influences in shaping the distinct Jewish tradition that evolved in America. For teachers wishing to develop a historical inquiry lesson around the topic, this is a useful and flexible framework. In addition to viewing the Jewish experience in America through the broad lens of immigration, this resource also connects the Jewish experience with specific events across American history. One of the additional resources for instance, provides primary documents discussing the roles of Jews during the Civil War. Rather than a ready-to-go lesson, this resource is a great collection of the pieces needed for building lessons: background information, potential topics, inquiry questions, and links to primary sources. While the site links to many promising primary document collections, teachers will need to spend time identifying, selecting and modifying these documents. For additional information on adapting documents look to this guide. Use this essay to organize your thinking about Jewish Immigration or more specifically as the basis for a lecture or overview. For those teachers looking to teach this topic through documents, the essay includes key questions for students to explore using primary sources and links that make great starting points to find documents. And be sure to explore the other essays in this “Divining America: Religion in American History” series that offers more than thirty of these rich essays on key topics.

Topic
Jewish Immigration
Time Estimate
Varies
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes
Extensive bibliography provided.

Rubric_Content_Historical_Background

Yes
Centerpiece is rich background essay.

Rubric_Content_Read_Write

No

Rubric_Analytical_Construct_Interpretations

Yes
Includes questions that require interpretation.

Rubric_Analytical_Close_Reading_Sourcing

Yes
However, only yes if students read documents in the “additional resources” section.

Rubric_Scaffolding_Appropriate

Yes
Complex history succinctly explained for busy teachers.

Rubric_Scaffolding_Supports_Historical_Thinking

No

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
Provides several entry points into a curriculum (e.g. this lesson could be part of a unit on immigration or the Civil War).

Rubric_Structure_Learning_Goals

No

The Ways West

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Question

My ancestors migrated in the 1830s from Bradford County, Pennsylvania to Carroll County, Illinois. Is it likely that they used the Erie Canal and the Great Lakes to get there?

Answer

From the early 1830's, emigrants from rural northeastern Pennsylvania traveling to northwestern Illinois had two possible routes that were widely used. The most popular of these was to take the Erie Canal.

A Northern Route

The first route: They would have loaded on a canal boat at Elmira, NY, just north of Bradford County, PA. From there they would have traveled on the Chemung Canal, completed in 1831. This would have taken them up to Watkins Glen at the southern tip of Seneca Lake. At the northern end of the lake in a portage called Geneva they would have picked up the Cayuga and Seneca Canal which was completed in 1830. This would have taken them up to the Erie Canal at Montezuma (near Cayuga), from where they would have traveled west along the Erie Canal to Buffalo. From Buffalo, they could have gone to Chicago via Lake Erie and Lake Michigan (a circuitous route of a thousand miles) on a steamboat. A route that could only be navigated when the lakes were not frozen over in the winter. After about 1833, another possibility was to get off the boat in Detroit (rather than Chicago) where they could have transferred their goods to a wagon or stagecoach which followed the Chicago Road. This path stretched from Detroit to Chicago across Michigan above its southern border and around the south of Lake Michigan.

either of two routes would have been likely

From Chicago, if it was still the very beginning of the decade of the 1830s, they could have floated up the Chicago River and portaged over to the Des Plaines River on a short draft flatboat—or they could have followed the portage route by stage or wagon, depending on the seasonal water level—and from there they could have connected with the Illinois River and floated down to join the Mississippi at Grafton, IL, above St. Louis. From there, they could have taken a steamboat north along the Mississippi to Savanna, IL, in Jo Daviess (later called Carroll) County. However, by the middle of the 1830s, when many new settlers were pushing into Illinois to find farmland, they would almost certainly have taken another route from Chicago, which was the State Road that went more or less directly from Chicago, through Elgin and Rockford, IL, and then ended at Galena, in Jo Daviess County.

A Southern Route

The second route: They could have floated down the Susquehanna River (or used the canal system that supplemented and paralleled the river) south to Harrisburg. They would then have transferred their goods to a Conestoga wagon or a stagecoach, and from there they would have turned west and traveled across south central Pennsylvania by way of the Pennsylvania Road (the Old State Road), which went from Philadelphia to Pittsburgh. At Pittsburgh, they would have transferred their goods to a boat and floated or steamed down the Ohio River to where it joined the Mississippi River at Cairo, IL. Then north by steamboat up the Mississippi to Savanna or Galena, IL (steamboats began regular service between St. Louis and Galena in 1827).

A Third Possibility

Another less probable route existed: Depending on how much they intended to bring with them, they might have considered whether it would be cheaper to travel with their goods to New York or Philadelphia—perhaps by way of the North Branch Canal or the Delaware and Hudson Canal and by toll road—and then to ship to New Orleans. From there to transfer it all to a steamboat bound up the Mississippi River as far as Galena. This may seem like a very roundabout way; however in the early 1830s shipping a lot of freight by road over the mountains of Pennsylvania and across Michigan and Illinois was more expensive than shipping it by water around the Eastern seaboard and up the Mississippi. The completion of the Erie Canal changed the calculation.

shipping a lot of freight by road over the mountains ... was more expensive than shipping it by water
Circumstances Determined Choice of Route

Their choice of route may have taken into account what they intended to carry with them, how much they could spend on their travel, as well as the local conditions along the various routes, insofar as they could foresee them. They would also have considered their strength and health, and whether they could endure pushing a stuck wagon over a mountain road or living in a makeshift tent on the upper deck of a steamship. If they were already farmers and planned on bringing livestock, tools, and household goods to the farmland of Illinois, that would have constrained their choices in a way that prospective miners, who also flocked to the region around Galena, did not experience simply because miners were not likely to have brought any of the tools of their livelihood with them when they moved. In planning their trip, they might have picked up a copy of Illinois pioneer and Baptist missionary John Mason Peck’s, Guide for Emigrants (1836), which recommended routes for prospective settlers from the East and even lists steamboat, stage, and canal fares. Also useful in planning their trip, if they were leaving in 1837 or later, would have been a copy of Samuel Mitchell’s, Illinois in 1837.

For more information

Gerard Koeppel, Bond of Union: Building the Erie Canal and the American Empire. Cambridge, Mass.: Da Capo Press, 2009. William J. Petersen, Steamboating on the Upper Mississippi. New York: Dover, 1995. 1st ed. published in 1937. The New York State Archives’ Erie Canal Time Machine.

Bibliography

John Mason Peck, A New Guide for Emigrants to the West: Containing Sketches of Michigan, Ohio, Indiana, Illinois, Missouri, Arkansas, with the Territory of Wisconsin and the Adjacent Parts. Boston: Gould, Kendall & Lincoln, 1836, pp. 371-381. Samuel Augustus Mitchell, Illinois in 1837; A Sketch Descriptive of the Situation, Boundaries, Face of the Country, Prominent Districts, Prairies, Rivers, Minerals, Animals, Agricultural Productions, Public Lands, Plans of Internal Improvement, Manufactures, &c of the State of Illinois. Philadelphia: S. Augustus Mitchell, 1837. Henry Wayland Hill, An Historical Review of Waterways and Canal Construction in New York State. Buffalo: Buffalo Historical Society, 1908, p. 150. Beverly Whitaker’s website, Early American Roads and Trails for information on the Pennsylvania Road and the Chicago and State Roads. W. B. Irwin, The Routes of Migration between the Atlantic Seaboard and the Midwest. Burbank: Southern California Genealogical Society, 1966.

Stop Action and Assess Alternatives

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Article Body
What Is It?

Stop Action and Assess Alternatives is a method for teaching students to think of historical events as contingent. They unfold from conscious decisions made by the involved parties who use the information available to them at the time of these events to make those decisions.

Rationale

History is often presented as if things happened as they were supposed to happen. Yet with most historical events, there might have been any number of possible outcomes. At critical junctures, the people involved in the events made choices and acted in particular ways based on their values, their roles in the event, and myriad other factors. Using the Stop Action and Assess Alternatives technique helps students to discover that there is always more than one option when deciding what to do and more than two sides to every issue. Through a historical event—such as the Cherokee Removal example discussed below—students see that the involved parties were agents in what happened rather than passive observers.

Description
The technique also can be used with such issues as the building of the Transcontinental Railroad, the Immigration Act of 1924, and the dropping of the atom bomb on Hiroshima and Nagasaki.

After gaining background information about a particular historical event, which may come from the textbook or other sources, students analyze the historical event through primary source documents dating from the event’s critical junctures. The parties to the event are identified for students: in the example of the Cherokee Removal, these include Cherokee Indians, the State of Georgia, representatives of the U.S. government, and the media. The students are given documents one at a time that explain various incidents leading up to the event’s outcome. For example, students examine newspaper clippings, transcripts of parts of speeches, and an excerpt from the Supreme Court decision regarding the breach of a treaty between the Cherokee and the State of Georgia. After each document is read and discussed, students are asked to consider the options each constituent party had available to them at that moment. This Stop Action and Assess Alternatives pattern continues until all the documents have been read and discussed. The technique also can be used with such issues as the building of the Transcontinental Railroad, the Immigration Act of 1924, and the dropping of the atom bomb on Hiroshima and Nagasaki. As with the Cherokee Removal, multiple parties were involved in the decision making for these events and there were critical and distinct moments when decisions had to be made. These qualities lend themselves to the use of this technique. Stop Action and Assess Alternatives should not be used for events such as the outbreak of wars or economic transformations where timelines are too long and multivariate to be adequately addressed.

Teacher Preparation
  • Research the topic and get a sense of the different players in the event. For the example of Cherokee Removal, sources are listed below. 
  • Choose primary source documents, from the varying constituents’ perspectives, to mark critical junctures as the event unfolded. Primary sources, including images, can be found at the Library of Congress’s Primary Documents in American History and at its American Memory site.

Ideally, students would receive three or more parties’ perspectives for each juncture along the way to the event’s culmination. However, this is not always possible. For example, with the Cherokee Removal lesson described below, there are multiple documents for some dates but only one document from one constituency group for others. It is important that students receive only the primary resources from the date under discussion. Students should not receive all sources at once.

In the Classroom
  1. Review the historical context of the event. For the conditions prevalent at the time of the Cherokee Removal, these include prevailing attitudes about non-whites among the white population; population pressures in the East and farmers’ and ranchers’ desires to expand their holdings; pressures on Indians to assimilate into white culture by converting to Christianity, building and attending schools, etc.; the institutionalized “theft” of Indian lands; and treaties formed between the Indian Nations and Great Britain and, after independence, with the American and Georgia State governments. Background reading for students can come from their class textbook or from Bradley University’s Trail of Tears website.
  2. Explain to students that the Cherokee were forcibly removed from their land in 1838 and that how the situation got to that point is the day’s lesson.
  3. Group students by constituency groups:
    • Members of the US government on all sides of the issue,
    • Members of the Cherokee nation on all sides of the issue,
    • The State of Georgia, and
    • Members of the press.
    • Be sure that students understand the nuances of the Cherokee Indians’ positions. For example, while there seems to have been unanimous opposition to the removal in the early years, some of the tribe’s leaders later changed their positions to favor removal but only as a means of ensuring the tribe’s safety.
  4. Hand students the documents that pertain to the first critical juncture and have them read them aloud, group by group. Once these are read aloud, Stop Action and have students Assess the Alternatives open to the constituent parties. Keep the students historically honest; ensure that the alternatives they come up with for each party would fit with that party’s positions thus far and with what they know about each party’s values and desires.
Common Pitfalls
  • Students may come up with positions for the constituent party they are representing that would be historically inconsistent. However, it’s important to remember that, in the case of the Cherokee Removal, not all Cherokee agreed on what action to take at every juncture; minds changed as new information was acquired.
  • There is a tendency to view the press as unbiased when in fact it has always been biased. Moreover, the press frequently takes a position and attempts to convince readers of that position.
  • Stop Action and Assess Alternatives is not a debate; student discussions should be within, not between, the constituent parties. Once a group has reached agreement on a proposed course of action for a given date, the group reports its decision and the other groups may discuss their reactions to the decision but should not debate the decision between the groups.
Acknowledgments

To my first students, whose passionate desire to learn about Native Americans led me to learn more.

For more information

Ghere, David L. and Jan F. Spreeman. U.S. Indian Policy, 1815-1860: Removal to Reservations: A Unit of Study for Grades 8-12. Los Angeles: The Organization of American Historians and The Regents, University of California, 2000.

Perdue, Theda and Michael D. Green. The Cherokee Removal: A Brief History with Documents. Boston: Bedford Books, 1995.

The Disaster of Innovation

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Question

What was the effect of the cotton gin on slaves?

Answer

Eli Whitney patented his cotton engine, or “gin,” in 1794. A mechanical device to separate cotton fibers from cotton seed, it dramatically lowered the cost of producing cotton fiber. Formerly, workers (usually slaves) had separated the seeds from the lint by hand, painstaking work that required hours of work to produce a pound of lint. By mechanizing the process, the gin could produce more than 50 pounds of lint per day. Cotton fabric, formerly quite expensive due to the high cost of production, became dramatically cheaper, and cotton clothing became commonplace. In the early decades of the 19th century, Southern farmers shifted more and more of their acreage into highly profitable cotton production, and large-scale plantation agriculture became common in the Deep South states of Georgia, Mississippi, Alabama, and Louisiana. The gin’s effect on the economy and on the lives of the slaves who made up a significant part of that economy was complex. The cotton gin freed slaves from the arthritic labor of separating seeds from the lint by hand. At the same time, the dramatically lowered cost of producing cotton fiber, the corresponding increase in the amount of cotton fabric demanded by textile mills, and the increasing prevalence of large-scale plantation agriculture resulted in a dramatic increase in the demand for more slaves to work those plantations. Overall, the slave population in the South grew from 700,000 before Whitney’s patent to more than three million in 1850—striking evidence of the changing Southern economy and its growing dependence on the slave system to keep the economy running. Cotton cultivation proved especially well-suited to slave labor. A relatively delicate plant, growing and harvesting cotton was a labor-intensive process. On large Southern plantations, much of that labor was provided by slaves working in gangs. Gang labor fit the slave system particularly well: dozens of slaves collected into a work crew could be supervised by a single white overseer, which made for more efficient work. Unlike solitary jobs like shepherding, which made constant supervision of individual slave workers extremely difficult from a practical standpoint, gang labor in the cotton fields allowed one overseer to supervise (and, when necessary, to discipline and punish) large numbers of slaves simultaneously.

Any invention that encouraged the growth and expansion of the institution increased the misery of slaves in the aggregate acutely

On large cotton plantations both the work and the punishments were unremitting and unforgiving. During the height of harvesting season, slaves worked from sunup to sundown; when the moon was full, they worked into the night as well. Slaveowners varied in their reputations for physical violence, but none eschewed punishment completely in the quest to extract more labor from their charges. Beatings and whippings were frequently used to coerce recalcitrant slaves; slaves who resisted labor or attempted to escape were punished with mutilation, sale away from their families, and occasionally death. There is no simple calculus to determine whether and how the cotton gin affected the lives of individual slaves. It is possible that the adoption of the gin made the working hours of a few individual slaves somewhat less difficult. However, given the barbarity of slavery generally—rampant physical and sexual abuse, the separation of families, lives of forced labor in acute deprivation, and the overarching dehumanization that the system enforced—it seems clear that any invention that encouraged the growth and expansion of the institution increased the misery of slaves in the aggregate acutely. Given the cotton gin’s effects on the spread of large-scale cotton agriculture and the resultant growth in the institution of slavery in the first half of the 19th century, it is difficult to portray its introduction as anything other than a disaster from the perspective of enslaved African-Americans.

For more information

Economic History Association. EH.net Hounshell, David. From the American System to Mass Production, 1800-1932: The Development of Manufacturing Technology in the United States. Baltimore: Johns Hopkins University Press, 1984. Patents as Primary Sources Plantation Agriculture Museum The University Library at the University of North Carolina at Chapel Hill. Documenting the American South, 2004.

Bibliography

Gray, Lewis Cecil. History of Agriculture in the Southern United States to 1860, vol. 2. Gloucester, MA: Peter Smith, 1958. Reidy, Joseph P. From Slavery to Agrarian Capitalism in the Cotton Plantation South, Central Georgia, 1800–1880. Chapel Hill: University of North Carolina Press, 1992.

Causation: The War of 1812 and the Star-Spangled Banner

Teaser

A great way for students to learn more about the War of 1812 and our nation's emblem: the Star-Spangled Banner.

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Description

In this lesson students explore the War of 1812 and learn about the historical background of the national anthem and the American flag.

Article Body

Noting that textbooks for grades 3 through 8 often exclude the War of 1812, the Smithsonian’s History Explorer website designed this lesson to teach students about the origins and outcomes of this pivotal event in American history. This lesson also provides students with historical context for understanding one of the most popular and enduring texts in American history: "The Star-Spangled Banner," written by Francis Scott Key.

The strength of this lesson is that it provides a succinct, yet informative, narrative of the causes, course, and consequences of the War of 1812. This overview, which examines the origins of the national anthem, could be used as a basis for a lecture or directly given to students as a handout.

The discussion questions at the end of the narrative focus on the American and British motives for going to war and the importance of Washington, DC in the war. While these questions summarize important content, we recommend that teachers use the information from this lesson to help students analyze "The Star-Spangled Banner" as an historical text. For that purpose, the lesson contains several links to both background information and resources pertaining to both the anthem and the flag. (Note that this interactive feature also helps students understand the nature of historic preservation.)

This lesson provides such rich contextual information about the War of 1812 and about Francis Scott Key that we recommend modifying it and using it to inquire about the origins of "The Star-Spangled Banner" as it relates to the War of 1812.

Topic
The War of 1812 and the Star-Spangled Banner
Time Estimate
3 to 5 class periods
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes

The main resource is a background essay.
It is brief, informative, and lays the groundwork for sourcing and contextualizing "The Star-Spangled Banner."

Rubric_Content_Read_Write

Yes
Requires students to read. Writing activities could easily be developed to support this activity.

Rubric_Analytical_Construct_Interpretations

No
Not explicitly. But several of the extensions and recommended resources do require students to interpret sources. (For an example, see this link)

Rubric_Analytical_Close_Reading_Sourcing

No
No, given that the main text is an authorless overview. But the available information can help students analyze "The Star-Spangled Banner."

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No

Rubric_Structure_Assessment

Yes
Discussion questions at the end ask students to consider multiple perspectives. However, no specific assessment criteria are included.

Rubric_Structure_Realistic

Yes
The reading level and language is appropriate for young learners.

Rubric_Structure_Learning_Goals

No
Useful resources, but the lesson is mostly a narrative about the War of 1812.