History of American Education Web Project

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Introductory graphic, History of American Education Web Project
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Provides 55 images and 60 short essays, ranging in length from a few sentences to approximately 1,500 words, on significant topics in the history of American education. The essays were prepared by undergraduates and edited by their professor, Robert N. Barger, who holds a Ph.D. in the history of education. Organized into five chronological categories from the colonial era to the present, with an additional essay on European influences. Covers such topics as hornbooks, primers, McGuffey Reader's, normal schools, kindergarten, high school, African-American education, adult education, prayer in schools, student rights, and education of the handicapped. Includes essays on such personages as Freidrich Froebel, Herbert Spenser, Benjamin Franklin, Thomas Jefferson, Benjamin Rush, Horace Mann, and G. Stanley Hall. Also offers information on recent topics such as the Committee on Excellence in Education's 1983 study, A Nation at Risk, and the Goals 2000: Educate America Act, signed into law in 1994. Professor Barger's warning that he did not add balance to the "triumphalist" perspective that some of his students adopted should be remembered by those using this site. Nevertheless, it provides a useful introduction to high school students and undergraduates studying the history of American education.

Clio Visualizing History

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Glass plate, Lowell Thomas, Afghanistan, 1923, Marist College
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This website provides free access to a variety of visual materials and "seeks to illustrate the unique role of visual images in American history." Clio is an educational organization developing American history projects with appeal to a wide audience, including students, educators, and researchers. This site aims to not only provide access to a variety of visual historical materials, such as photographs, illustrations, and material objects (namely quilts), but also "to promote visual literacy by exploring the variety of ways that images enhance our understanding of the past and challenge us to hone our interpretive skills."

The website is organized into three main sections. The first, "Visualizing America," includes two collections of modules, titled "Picturing the Past: Illustrated Histories and the American Imagination, 1840–1900," and "Quilts as Visual History." A second section, ”Photography Exhibits," includes three photography collections: one focusing on the work of Frances Benjamin Johnston, another on the work of the Allen Sisters (Mary and Frances Allen), and the Peter Palmquist Gallery. A third section, "Creating History," examines the figure of Lowell Thomas, who became one of America's best known journalists, as well as the media version and reality of Lawrence of Arabia.

An additional section concerning women's history and lives in the 21st century and second half of the 20th century is planned for 2013.

A valuable website to students and researchers alike, it suffers only slightly from a lack of search capabilities.

Film Review: The Alamo

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photography, Alamo Defenders at Rest, 15 March 2010, Alan Butler, Flickr CC
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A funny—or not so funny—thing happened on the way to making what was conceived as a historically complex version of the Alamo's story: 9/11. Though the Walt Disney Company had agreed to make The Alamo at least two years before the World Trade Center fell, the film was reconceived in the year after that event. By the summer of 2002, The Alamo had lost its director (Ron Howard) and its star (Russell Crowe), and the screenplay by John Sayles was undergoing a major rewrite. Howard was replaced by John Lee Hancock, Crowe was replaced by Dennis Quaid, and Sayles's screenplay was rewritten by a team of script doctors. The 2004 release of The Alamo culminated what had been a long and public struggle to make this film.

Howard's expressed interest was based on his desire to correct the historical inaccuracies found in the John Wayne-directed The Alamo (1960), a creature of the Cold War and Wayne's rightist politics. In addition, Howard was intrigued by the complexities of ethnic conflict and the issues of U.S. expansion that the Alamo story presented. Said Howard upon leaving the project, “I realized that there was a disconnect between the studio and I as to how the film should be approached.” The completed version of the film retains vestiges of Howard's vision, but they are largely submerged within a film that was built by committee in a post-9/11 United States.

For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause.

The battle of the Alamo as a historical event, like Custer's Last Stand, the attack on Pearl Harbor, and now 9/11, stands as one of the galvanizing events in the narrative of U.S. history, providing a tale of tragic commitment to the cause of U.S. nationalism. Ideally, the story would lead to the redemptive annihilation of those who had killed these tragic heroes. Richard Slotkin's broad concept of “regeneration through violence” and his more focused discussion of the cultural significance of Custer's Last Stand in his study The Fatal Environment: The Myth of the Frontier in the Age of Industrialization, 1800–1890 (1985) help us see the cultural work that this film attempts to do and the way it fuses residual myth and contemporary events. For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause. Apparently Howard was at least going to mitigate that mythology. The film as released embraces it, though in a somewhat diffuse way.

The Alamo begins with ground-level shots of the courtyard of the Alamo mission and the plains outside the walls that show the carnage of the siege of the mission, providing an image that triggers memories of the events of September 2001. The film then jump-cuts to a title informing us that we are now in Washington, DC, one year earlier, in 1835. We see Sam Houston (Dennis Quaid) at a ball attempting to interest investors in Texas lands and Davy Crockett (Billy Bob Thornton) somewhat sheepishly attending a play that embellishes his life and legend. In these scenes we can see the intention of Howard and his crew to demystify the legends of Houston and Crockett. Houston is primarily an entrepreneur, and one with a drinking problem, and Crockett a creature intrigued by the contours of his own legend. But in the film as made, we subsequently see how circumstances have remade these worldly men into heroes (though Thornton's Crockett is somewhat abashed by the dimensions of his own fame, a perspective that makes this Crockett a far more humble and complex figure than he was in the Disney television series of the 1950s or in the Wayne film).

But what is missing is…a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans…

As history, The Alamo looks accurate, and, indeed, we find that San Antonio de Béxar was carefully re-created with little sparing of expense (the film cost $95 million to make) and with the able assistance of the Alamo historian and curator, Richard Bruce Winders, and Stephen L. Hardin, a historian at Victoria College in Victoria, TX. But what is missing is similar to what is absent from the Wayne movie: a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans from the eastern United States in the 1830s and 1840s. If we include this larger tale, we can perhaps get a feel for the broader perspective that initially generated interest in the project.

Andrew Jackson's policy of removing indigenous peoples from east of the Mississippi River to the West relied on the United States' domain over those western lands. Although Texas was not a part of the land that Jackson had dedicated to the tribes displaced from the East, it did abut them. Further, Texas had become a more and more tempting piece of western land after Mexico became independent of Spain in 1821. Mexico lacked economic resources, a strong central government, and a clear sense of national identity. The relative weakness of the nation to the south made annexation of its lands quite attractive. That the Mexican government had encouraged Anglo settlement further tempted entrepreneurs and manifest destinarians alike.

Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820. As a state south of the southern border of Missouri, its entry into the Union would make it a slave state, and, indeed, its various settlers had mostly come from the South, some bringing slaves. The issue of slavery would remain a matter of debate both in defining the region as part of the United States and in exacerbating the conflict with Mexico over domain. And while the film does introduce the question of where the loyalties of its two characters who are enslaved should lie—with the antislavery Mexicans or the proslavery Anglos—the broader issue of slavery in Texas is largely elided.

Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820.

Similarly, there is a Hispanic character, Juan Seguin (Jordi Mollà), who has a secondary role in the film and whose status as a Mexican who supports the Anglos is clearly significant. But there is little fleshing out of the character or his reasons, elements that might have added historical complexity to the narrative. Historically, Seguin was a civic leader in the Béxar region who supported the independence movement in 1835 and 1836 and led a militia of around a hundred men. This placed him among a minority of Mexicans who supported the independence movement because of their opposition to federalism and support of local rule. However, by 1837 almost no non-Anglos remained loyal to the Republic of Texas, as the racist practices of its leaders and partisans had reduced all Mexicans to a subordinate political and social status.

The film ends with the redemptive Battle of San Jacinto, as the Anglo forces are led to victory by Sam Houston, thus closing our narrative. The final scene cuts from the mass killing fields of San Jacinto, featuring dead Mexican soldiers as far as the eye can see, to the iconic figure of Davy Crockett fiddling on the wall of the Alamo. The carnage at San Jacinto redresses the slaughter at the Alamo and is all the more significant for its delivering Texas from the clutches of the tyrannical Mexican general Antonio López de Santa Anna. The vanquishing of the barbaric and morally suspect—evil—Mexican leader brings into being the Texas republic. In contemporary terms, such a conclusion is oddly resonant as national leaders attempt to show how delivering Iraq from the clutches of the tyrannical Saddam Hussein—and the imposition of “democracy” in that nation—will avenge the attacks of 9/11. On March 2, 2005, Republican congressman Ted Poe from the district that includes the Alamo spelled out the connection:

On this day, 169 years ago, Texas declared its independence from Mexico and its dictator, Santa Anna, the 19th-century Saddam Hussein. . . Freedom has a cost. It always does. It always will. And as we pause to remember those who lost their lives so that Texas could be a free Nation, we cannot forget those Americans that are currently fighting in lands across the seas for the United States’ continued freedom and liberty today.

Bibliography

This review was first published in the Journal of American History, 92 (3) (2005): 1086–1088. Reprinted with permission from the Organization of American Historians (OAH).

Texas and Mexico: Centers for Cultural Collision

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Photography, La Capilla de Nuestra Senora de Talpa, 1933, Historic American Buil
Question

What was the impact of American migration to Texas and parts of Mexico on Mexican American relations in the mid-19th century?

Answer

Anglo (meaning non-Hispanic white) migration to Texas began in earnest after Mexico secured its independence from Spain in 1821. In the new republic, Texas was just one part of the state of Coahuila-Texas, a region in Mexico's northern borderlands in which Native communities were powerful. Mexican families lived throughout the northern portion of Coahuila-Texas—the wealthiest of whom were known as Tejanos—and to the Comanche and Lipan Apache they were unwelcome. Viewed from the perspective of the region's Native communities, both Tejano and Anglo settlers were undocumented immigrants.

The Anglo Squatters

Many of the first Anglo immigrants to Texas were squatters, individuals who had no Mexican legal claim to their land. By 1824, however, both Mexican and Tejano officials welcomed Anglo settlers, although for very different reasons. The Mexican government wanted assistance securing the country's northern border against raids by the Comanche and other Native groups; the Tejanos wanted help in raising Texas to the level of Mexican statehood, independent of Coahuila, so that they might govern themselves more effectively. Anglo settlers wanted land, and they were initially willing to accept multiple conditions on their immigration in order to get it. In 1825, Mexico passed the Coahuila-Texas colonization law, which offered men at the head of households 177 acres of farming land, grazing rights, and tax breaks in order to settle the region. In return, settlers had to agree to become Mexican citizens, to practice Catholicism, and to uphold all Mexican laws, including those that prohibited slavery.

The vision of colonization held by Mexican officials was soon upended. By the mid 1820s there were more Anglo settlers in Texas than Tejanos, and Anglo families refused to settle where Mexican officials preferred them to go. Instead, they clustered around the state's eastern borders, which made the Mexican government nervous—it appeared that the United States' borders were encroaching into Mexican territory by default.

Increased Tension: Anglos and Tejanos

The Mexican government had good reason to worry. Not only were Anglos more culturally and politically allied with the United States than Mexico—especially on the subject of slavery—but Tejanos initially allied themselves with leading American settlers like Stephen Austin, believing this would position them to gain sovereignty. Mexico's worries were further compounded by the United States offering $1 million for Texas in 1827, and $5 million in 1829. On both occasions, Mexico declined.

...Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

By 1832, more than 6,000 Anglo settlers, who owned more than 1,000 slaves, lived in Texas. This compared with 3,000 Tejanos. Some relationships between Tejano families and Anglos became strained when settlers refused to recognize Tejano land rights and forced families from their farms. Many wealthy Tejanos still felt their interests were best served by alliance with Anglo leaders, however, and it was their cooperation that helped make Texan independence possible in 1835. Tejanos fought alongside Anglos in the ensuing war with Mexico, but in the face of a wave of new immigration after Texas declared itself independent of any larger nation, their political and cultural influence in the region declined. Most new Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

Post-1830s

The Mexican government never recognized Texas as an independent state. When the United States annexed Texas in 1845 Mexico once again went to war. After three years, the peace Treaty of Guadalupe Hildalgo saw the transfer of millions of acres of Mexican territory to the United States government—modern-day Texas, Arizona, New Mexico, and California, as well as portions of states further north. Anglo settlement, which had once seemed a sound strategic defense against borderland warfare with Indian people, proved the thin edge of a wedge that saw Mexico lose more than half of its territory to the United States.

The Comanche and Lipan Apache continued to defend their territory against immigrants for many more years.

For more information
Bibliography
  • Chasteen, John Charles. Born in Blood and Fire: A Concise History of Latin America. 3rd ed. New York: W. W. Norton & Co., 2011.
  • Kirkwood, Burton. The History of Mexico. Westport, CT: Greenwood Press, 2000.
  • Vargas, Zaragosa. Crucible of Struggle: A History of Mexican Americans from Colonial Times to the Present Era. New York: Oxford University Press, 2011.

Rebellion: John Horse and the Black Seminoles

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Engraving, Gopher John, Seminole Interpreter, 1858, N. Orr, Rebellion
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Using images, maps, timelines, and essays this "web-based documentary" relates the story of John Horse and the Black Seminoles, a community of free blacks and fugitive slaves allied with the Seminoles of Florida in the 19th century. Taking the position that academic historians have overlooked and misinterpreted the history of the Black Seminoles, it presents their role in the outbreak of the Second Seminole War (1835-1842) as the "largest slave rebellion in U.S. history." "Overview" provides an introduction to the features of the site and its interpretive themes as well as a "story synopsis" with a summary of the origins of the Black Seminoles, their role as rebels against slavery, their movement to Indian Territory after 1838, and a biography of John Horse. "Trail narrative" explains the history of the Black Seminoles "from their origins as a community to the death of their great leader John Horse in 1882" through 450 story panels with text and images. There are 360 "images," a picture tour with 32 images summarizing the site author's interpretation, and 23 "key images."

Other features include a key events summary, a guide to six central characters, a timeline, four interactive maps, and a listing of 17 related journal articles and nine newspaper articles available on the web. In addition to those interested in its interpretations of the history of the Black Seminoles and the Seminole War, this site offers useful material for those interested in Native Americans or the history of slavery in America.

NativeWeb: Resources for Indigneous Cultures Around the World

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Logo, NativeWeb
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A project established in 1994 by a group of historians, independent scholars, and activists "to provide a cyber-place for Earth's indigenous peoples." Offers a gateway to more than 3,400 historical and contemporary resources relating to approximately 250 separate nations primarily in the Americas—but also including groups in Africa, Aotearoa-New Zealand, Asia, Australia, Europe, and Russia—to emphasize "indigenous literature and art, legal and economic issues, land claims, and new ventures in self-determination."

Includes 81 "history" links; bibliographies in 42 categories linking to approximately 1,000 sites with information on books, videos, and music; more than 350 links relevant to legal issues, including government documents; 41 "hosted pages" for a variety of organizations; a news digest; and a section devoted to Native American technology and art.

Resources are arranged according to subject, region, and nation, and the entire site is searchable. "Our purpose is not to 'preserve,' in museum fashion, some vestige of the past, but to foster communication among peoples engaged in the present and looking toward a sustainable future for those yet unborn." The site increases by approximately 10–15 links each week, providing an invaluable resource for those studying the history, culture, practices, and present-day issues confronting indigenous peoples of the world.

Listening to Our Ancestors: The Art of Native Life Along the North Pacific Coast

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Red cedar, nails, Kwakwaka'wakw potlatch figure, c. 1930, Listening. . . site
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More than 400 ceremonial and everyday objects representing 11 Native communities along the North Pacific Coast-from the Tlingit and Haida in the North to the Coast Salish and Makah in the South-form the core of this virtual exhibit. Each community's objects are presented in separate virtual galleries curated by community members. In this way, each group presents its own culture and history in a way meaningful to that group. The Coast Salish curators, for example, chose only objects used in daily life, such as baskets and mats, canoes and fishing implements, household items, and weaving materials, as the community values keeping ceremonial and religious practices private. The Gitxan curators, on the other hand, focus on spirits and spiritual healers, and have included doll figures, masks, amulets, and headdresses in their collection.

Objects from other communities include art implements, such as paintbrushes, musical instruments, body adornment worn during dances, and wooden carvings. The photographs of all objects are high-quality, and a zoom function enables detailed viewing.

Indian Affairs: Laws and Treaties

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Image, Indians Traveling, Seth Eastman, 1847, Indian Affairs.
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Indian Affairs: Laws and Treaties is the digitized version of Indian Affairs, a highly regarded, seven-volume compendium of treaties, laws, and executive orders relating to U.S.-Indian affairs. Charles J. Kappler originally compiled the volume in 1904 and updated afterward through 1970.

Volume II presents treaties signed between 1778 and 1882. Volumes I and III-VII cover laws, executive and departmental orders, and important court decisions involving Native Americans from 1871 to 1970. Some volumes also provide tribal fund information. This version includes the editor's margin notations and detailed index entries, and allows searches across volumes. It provides a comprehensive resource for legal documents on U.S. relations with Native Americans.

Images of Native Americans

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Image for Images of Native Americans
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This collection of materials (more than 80 items) comes from rare books, pamphlets, journals, pulp magazines, newspapers, and original photographs. The illustrations reflect European interpretations of Native Americans, images of popular culture, literary and political observations, and artistic representations. The three main sections are "Portrayals of Native Americans," "The Nine Millionth Volume," and a timeline.

"Portrayals" is divided into four online galleries: Color Plate Books, Foreign Views, Mass Market Appeal, and Early Ethnography. The galleries incorporate the renowned works of George Catlin and Edward S. Curtis, and the lesser-known works of early 19th-century Russian artist-explorer Louis Choris. "Mass market" features 32 illustrations, including colorful images of western novel covers and portraits of southwestern Indians. "Early ethnography" contains a newspaper article about a Native American family, five photographs, and 15 illustrations of Indians at play and at war. "The Nine Millionth Volume" is devoted to James Otto Lewis's historic volume, The Aboriginal Port Folio, a series of hand-colored lithographic portraits of American Indian chiefs.

Chickasaw Historical Research Page

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Logo, Chickasaw History website
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Dedicated to making documents available concerning the Chickasaw Indian Nation—originally located in the South but removed in the 1830s to Oklahoma territory. This site, created by a member of the Chickasaw Indian Nation, contains a collection of more than 130 letters written by, to, or about the Chickasaw between 1792 and 1849; the texts of more than 30 treaties; and more than 25 additional documents such as tribal rolls, census information, government records, and Bible entries.

Includes a link to the author's other site Chickasaw Nation, Indian Territory: 1837-1907, that contains a 650-word essay on Chickasaw Nation History and links to more than 15 additional sites pertaining to the Chickasaw and resources on more general Native American subjects.