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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Travel Grants for Jefferson-related Projects

Description

These grants fund travel for scholars and teachers wishing to make short-term visits to Monticello to pursue research or educational projects related to Jefferson.

Sponsoring Organization
Thomas Jefferson Foundation
Application Deadline
Award Amount
Not specified

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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Celebrate More Than St. Patrick

Quiz Webform ID
22411
date_published
Teaser

The Irish contributed more to the U.S. than shamrocks and folktales.

quiz_instructions

On March 17, the U.S. celebrates an Irish feast day with parades, food, drink, music, and the color green—but Irish immigrants, and their children, have given more to the U.S. than a spring holiday. Answer the questions below about notable Irish Americans.

Quiz Answer

1. Who was the first Irish American to run for president?

b. Alfred Emmanuel Smith, Jr.

In 1928, Alfred Emmanuel Smith, Jr., four times governor of New York, ran as the Democratic candidate for president of the U.S.. Though "Al" Smith's heritage also included German, Italian, and English ancestry, he identified as Irish American, and faced prejudice for both his ethnicity and his religion (he was Catholic) during his campaign. The press and the public suspected him of drunkenness (stereotypically associated with Irish Americans), manipulation by the Pope, and involvement with Tammany Hall (a New York City Democratic political machine known for supporting Irish Americans in politics).

Smith lost the election to Herbert Hoover, but he went on to become president of Empire State, Inc.—the company that built the Empire State Building.

2. Which of the following men with Irish ancestry was known as "father" of a branch of the U.S. military?

a. John Barry, naval officer in the American Revolution

Irish-born John Barry first crisscrossed the Atlantic as a respected commander of merchant ships—but when war broke out with England, he joined the Continental Army and was commissioned a naval captain in 1776. (He also served in several battles on land, while a ship he was to command, the Effington, was under construction.) Though he gained fame for valor and loyalty during the war, he returned to captaining merchant ships when it concluded.

However, in 1794, some time after the establishment of the U.S. Navy, President George Washington chose Barry as senior Captain of the Federal Navy. Barry saw active service until 1801, and trained many of the naval officers who would serve in the War of 1812. He was referred to as "Father of the U.S. Navy" in his own time.

3. Which famous survivor of the Titanic's sinking was Irish American?

d. Margaret Brown, activist and socialite

The daughter of Irish immigrants, Margaret Brown rose into high-society circles when her husband, James Joseph Brown, became a board member of the Ibex Mining Company. She used her new social status to advocate for the rights of women and children—activities which she continued throughout her life. Her status also allowed her to board the Titanic as a first-class passenger; she earned fame and the nickname "The Unsinkable Molly Brown" for her efforts to get passengers into lifeboats and to bring her own lifeboat around to look for survivors.

4. Which of these women of Irish ancestry helped found the Industrial Workers of the World, a major (and still existing) labor union?

a. Mary Harris Jones

Mary Harris Jones, also known as "Mother Jones," participated in the founding of the Industrial Workers of the World (IWW) in 1905. Jones, who was born in Ireland and grew up in the U.S., took a leading role in the early-20th-century labor movement following the death of her husband and four children in a yellow fever epidemic and the later loss of her dressmaking shop in the Great Chicago Fire. Arrested multiple times, she gained notoriety across the country as a labor organizer, motivating women and children to participate in strikes in support of their husbands and fathers. She also organized children to strike for their own rights—in 1903, child mill and mine workers marched in Jones's "Children's Crusade," helping to bring child labor to public attention.

Jones remained active in labor organization until her death in 1930, when she was over 90 years old.

For more information

For more on the first successfully-elected Irish American presidential candidate, try the John F. Kennedy Presidential Library and Museum. The organization offers primary and secondary sources and resources for both teachers and students.

To read a full history of John Barry's life and his service to the rebelling colonists and the young United States, try this article at ushistory.org, website of the Independence Hall Association.

Want to learn more about Molly Brown? If you live and teach near Denver, CO, you could visit her home, today the Molly Brown House Museum. If you don't live in Colorado, you can still read the website's overview of her life.

For more on Mary Harris "Mother" Jones, try Susan Campbell Bartoletti's book Kids on Strike! Eight chapters, illustrated with historical photographs, cover children in labor movements from the 19th century to the 20th, with one chapter devoted entirely to Jones's Children's Crusade. The Library Journal lists the book as appropriate to grades 5-8 and recommends it as a "fine resource for research as well as a very readable book."

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Wyckoff Garretson House [NJ]

Description

This classic early Dutch home on South Middlebush had been disguised for 276 years when the Meadows Foundation started its research and restoration. It will become the Meadows Foundation’s only house museum, with authentic exterior and interior finishes.

The house offers tours and occasional recreational and educational events.

New York Divided: Slavery and the Civil War

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the groundbreaking exhibitions Slavery in New York and New York Divided: Slavery and the Civil War. Beginning with a survey of Dutch, British and American practices of slavery, teachers will explore the varied experiences of the enslaved men and women who built New York. In Part II of the course, teachers will examine key themes of the exhibition New York Divided, including New York City's economic and social connections to Southern slavery; the co-existence of anti-black and abolitionist sentiment in New York; and major events in New York during the Civil War, including the Draft Riots and the raising of African-American regiments."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

How to Read a Slave Narrative

Description

From the National Humanities Center:

Slave narratives comprise one of the most influential traditions in American literature, shaping the form and themes of some of the most celebrated and controversial writing, in both autobiography and fiction, in the history of the United States. In recent years, as their importance has been recognized, slave narratives have appeared on more and more high school literature curricula. How did they evolve? What are their major themes? How do narratives written by men differ from those written by women? How do they portray slavery and freedom? How have they influenced later writing, and what can they say to students in the 21st century?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Was the American Revolution Avoidable?

Description

From the National Humanities Center:

What was the relationship between the colonies and Britain that led to independence in 1783? What if the British had not tried to tax the colonies? The taxes were small. Why did the colonies resist them so strongly? What if the British had responded to the resistance in a more conciliatory and pragmatic way? Could the controversy have been resolved so the colonies would have remained connected to Britain? What form might that connection have taken? What might have been the result of reconciliation? Would slavery have been abolished earlier? Would the colonies have developed into one or more commonwealths with autonomous internal governance, like Canada, Australia, New Zealand, and South Africa? What would be the relationship today between the United States and Britain?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Turning Turtle: Shipwrecks and Disasters at Sea

Quiz Webform ID
22410
date_published
Teaser

The ship's on her beam-ends and all's lost! Test your knowledge of maritime disasters.

quiz_instructions

When you think of life at sea, what comes to mind? Excitement? Danger? Pirates? Johnny Depp? This quiz has a bit of all of the above, with the exception of Mr. Depp. Test your knowledge of renowned maritime disasters and confrontations.

Quiz Answer

1. On December 5th 1872, the Mary Celeste was found sailing empty of all crew, but with all valuables—including her cargo of raw alcohol—still aboard. The yawl (a small boat) was missing, and two cuts were made to the bow of the ship. Which of the following theories was proposed by one of the captain's relatives?

a. Warm weather made the alcoholic cargo release gas, causing cargo barrels to explode and the crew to abandon ship.

The captain's cousin, Oliver Cobb, and the vessel owner, J.H. Winchester, felt that the cargo caused minor explosions in the hold. Following the explosions, the ship would have been abandoned in extreme haste, as such explosions were known to splinter and sink vessels.

The official opinion on the Mary Celeste was that the crew sampled the alcohol, killed the captain and his family, damaged the bow of the brig to make the vessel appear unseaworthy, and waited for another captain to "save" them from their vessel. Others held that the ship was becalmed. As it slowly drifted toward shore, Briggs and his men set out in the yawl, to avoid being onboard if the ship wrecked. However, they did not tie the yawl to the Mary Celeste; and when the wind started again, the ship abandoned them. Many other theories exist, and this remains one of history's mysteries. (Incidentally, there were no African Americans among the crew—though Sir Arthur Conan Doyle wrote a fictionalized account in which African American crewman mutinied.)

2. In November 1819, a vessel was struck and wrecked by a sperm whale the crew had seen before, at previous whaling sites. What is the name of the ship?

b. The Essex

Having survived the wreck, 20 crewmembers set out from the Essex in small rowboats with minimal supplies. Over the course of three months, they floated about the South Seas, suffering from the heat, dehydration, and starvation. The evacuees eventually resorted to cannibalism when their food stores were depleted. Eight men survived, including the captain, James Pollard, Jr., and Owen Chase, author of the best-known firsthand account of the disaster. The story of the Essex inspired Herman Melville to write his famous novel Moby-Dick.

3. The 1904 loss of the New York excursion steamer the General Slocum resulted in over 400 dead. Which factor did not contribute to the loss of life?

b. Inaccurate nautical charts

On June 15, 1904, the General Slocum departed on the annual Sunday School excursion of St. Mark's German Lutheran Church. However, unbeknownst to passengers and crew, a fire had broken out in a storage room. Many passengers died of burns, and others drowned, unable to swim. The steamer's defective life preservers added to the death toll. The preservers' insides, made of finely-ground cork, quickly became waterlogged when the preservers' rotten covers fell away. One survivor told of a woman with three children. The mother and two girls could swim, but one daughter could not. The daughter was put in a life preserver and tossed overboard, where she immediately sank.

The General Slocum disaster was recognized internationally because of the loss of so many women and children.

4. In December 1717, Blackbeard captured the sloop Margaret. What did the pirates take from the ship?

c. Cutlasses, hogs, books, and navigational tools

Captain Henry Bostock reported his losses as cutlasses, hogs, books, and navigational instruments—not the traditional image of pirate booty. However, the hogs would provide fresh meat; the books provided entertainment on board a ship where the crew often had little to do (pirate crews could be roughly 80 men strong, as compared to the 12-man crew of a merchant vessel); and accurate navigation was crucial at sea. When we think of pirates and maps, we imagine mythical treasure maps, but maps were vital to any ship—the more the better, as they were often inaccurate by as much as 600 nautical miles. Also, pirates were essentially democratic, so crews determined destinations by common vote. As a result, pirate ships often took odd, zigzagging routes, rather than tried-and-true sea paths, making maps still more valuable.

For more information

turnturtle_ctlm.jpg If you are curious about the Mary Celeste, one interesting online resource is "Sinbad's Genie and the Mary Celeste", a weather-related theory for the ship's lack of crew, written by a meteorologist.

For more information on the General Slocum disaster, try the National Archives and Records Administration's online exhibit Slocum Disasters, June 15, 1904. The page offers an image of the steamer, a contemporary newspaper page on the disaster, and the vessel's enrollment certificate.

North Carolina Digital History provides a brief biography of notorious pirate Edward Teach, better known as Blackbeard. To learn more about the wreck of his ship and about a pirate's material possessions, head to the Queen Anne's Revenge Shipwreck Project, which offers artifact images and an archaeological site map.

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Presidential Moments: Inauguration

date_published
Teaser

The first day on the new job is difficult for everybody— including U.S. presidents.

quiz_instructions

Same old, same old—another president, another inaugural speech, right? Maybe not. Match the president to the fact that made his inauguration unique.

Quiz Answer

1. Which U.S. president did not use a Bible at his inauguration?

Franklin Pierce. He placed his hand on a law book. Pierce was suffering a crisis in faith after the death of his 11-year-old son in a train accident on the way to Washington for the inaugural. And he didn't "swear" to the oath; instead, he "affirmed" it. (Beyer, Greatest Presidential Stories Never Told, 9)

2. Which mishap occurred at the inauguration of George Washington?

Nobody thought to bring a Bible to take the oath of office. A quick search of Federal Hall failed to turn up a copy of the Bible. New York chancellor Robert Livingston, who was to administer the oath, remembered there would be a Bible at the nearby Saint John’s Masonic Lodge. The Masonic Bible was opened to a random page from Genesis and Washington placed his hand on it as Livingston administered the oath. After reciting the oath of office, President Washington added the unscripted words, "so help me God," a practice that has been followed by almost every president since. The Bible, now known as the Washington Bible, has been used by four other presidents for their inaugurations. A fifth, George W. Bush, had to scrap plans to use the Bible because of bad weather. The book was also used at Washington's funeral, the dedication of the Washington Monument in 1885, and the rededication of the U.S. Capitol cornerstone in 1959. (Beyer, Greatest Presidential Stories Never Told, 8)

3. Which long-winded president delivered the longest inaugural address?

William Henry Harrison. On 4 March 1841, Harrison gave his 8,000-word speech for nearly two hours. At age 68, he was the oldest president yet. To demonstrate that he maintained plenty of youthful vigor, he spoke without an overcoat or hat to ward off the cold. Harrison caught a cold that turned into pneumonia and died a month later. (Beyer, Greatest Presidential Stories Never Told, 46)

4. Which president gave the shortest address?

George Washington. After taking the oath of office on the balcony of Federal Hall in New York City, Washington proceeded to the Senate chamber where he read a speech before members of Congress and other dignitaries. His second inauguration took place in Philadelphia, Pennsylvania, on 4 March 1793, in the Senate chamber of Congress Hall. There he gave the shortest inaugural address on record—just 135 words—before repeating the oath of office. (Inaugural History, at http://inaugural.senate.gov/history/daysevents/inauguraladdress.cfm)

5. Why did Zachary Taylor postpone his inauguration?

The date in question, 4 March 1849, fell on a Sunday. James K. Polk's term of office officially ended at noon on Sunday, March 4, 1849. Taylor refused to take the oath of office until Monday, March 5, 1849. Missouri senator David Rice Atchison was serving as president pro tempore of the Senate, which made him next in line after the president and vice president. (Beyer, Greatest Presidential Stories Never Told, 60 )

6. Which president was inaugurated in secret?

Rutherford B. Hayes. The presidential election of 1876 was one of the closest and most disputed elections in history. The outcome was in dispute until a few days before the inauguration, when Republican Hayes was declared the winner by one electoral vote. Angry Democrats threatened to protest. President Ulysses S. Grant ordered troops to Washington to prevent trouble. Grant's term was due to expire at noon on Sunday, March 4. In observation of the Sabbath, Hayes' inauguration wasn't scheduled until Monday. Republicans feared that Democrats might somehow take advantage of the one-day gap to install Tilden in the White House or otherwise embarrass them and decided to take preemptive action. Before a gala White House dinner on Saturday, March 3, Grant escorted Hayes to the Red Room. There, in front of a handful of cabinet members, Chief Justice Morrison Waite secretly administered the oath of office. The men returned to the dinner without announcing the inauguration. Hayes was publicly inaugurated the following Monday at noon. (Beyer, Greatest Presidential Stories Never Told, 96)

7. Whose inaugural address was the first to be broadcast on television?

Harry S. Truman. Truman’s inaugural address was broadcast in 1949. James Buchanan's 1857 inauguration was the first to be photographed. William McKinley held the first inaugural ceremony recorded by a motion picture camera in 1897. Herbert Hoover's inauguration was the first recorded by talking newsreel in 1929. In 1997, William J. Clinton was the first President whose inaugural ceremony was broadcast live on the Internet. (Inaugural Inaugural http://inaugural.senate.gov/history/factsandfirsts/index.cfm)

8. Who was the first president to take the oath of office in Washington, DC?

Thomas Jefferson. On March 4, 1801, Jefferson walked with few attendants and little fanfare to the Capitol building from his nearby lodgings at a boarding house to become the first president to be inaugurated in the nation's new capital city. Upon entering the Senate chamber, now the Old Supreme Court Chamber, Jefferson took the oath of office administered by Chief Justice John Marshall and addressed the audience gathered in the Senate chamber. After his inaugural address he finished his day with a meal at the boarding house. (Inaugural, http://inaugural.senate.gov/history/daysevents/potusswearingin02.cfm)

9. How many presidents did NOT take the oath of office in Washington, DC?

6. George Washington: 1789—Federal Hall, New York City; 1793—Congress Hall, Philadelphia; John Adams: 1797—Congress Hall, Philadelphia; Chester A. Arthur: 1881—residence, New York City; Theodore Roosevelt: 1901—residence, Buffalo, New York; Calvin Coolidge: 1923—residence, Plymouth, Vermont; Lyndon B. Johnson: 1963—Air Force One, Dallas, Texas

10. Who was the first president to be inaugurated on January 20 instead of March 4?

Franklin D. Roosevelt. A change made by the 20th Amendment to the Constitution called for Roosevelt to be inaugurated on 20 January 1937. This year also marked the first time the vice president was inaugurated outdoors on the same platform with the president. (Inaugural, http://inaugural.senate.gov/history/factsandfirsts/index.cfm)

Sources
  • Inaugural Histroy, http://inaugural.senate.gov/history/
  • Rick Beyer, Greatest Presidential Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy (New York: Collins, 2007)
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