Monticello: The Home of Thomas Jefferson

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Photo, Monticello's West Front with Fish Pond, Thomas Jefferson Foundation
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Designed to promote Monticello as a historical site, this exhibit offers a variety of educational and practical information. Materials allow viewers to explore Jefferson's life at Monticello. Particularly interesting are the Day in the Life of Thomas Jefferson, where visitors can learn about a typical day's activities for the 3rd president, and the Ask Thomas Jefferson features, where schoolchildren may submit questions to Mr. Jefferson. Researchers respond to questions in Jefferson's voice, using his writings. By browsing the Day in the Life section, viewers can investigate 11 activities that Jefferson participated in nearly every day, from writing letters to farming. In addition, links within each activity provide further background on Jefferson's family, his personality, and Monticello.

Visitors may also take a virtual tour of Monticello, "visiting" up to 12 rooms in the mansion. The dimensions of the rooms are provided, as well as architectural information, color and design explanations, and a Quicktime panoramic movie. An image gallery contains 65 images, ranging from portraits of Jefferson to photographs of the mansion and grounds at Monticello to depictions of his inventions. Listen to the audio review:

Great Lakes Maritime History Project

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Photo, Crew standing on the shipwrecked George M. Cox, May 1933
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Dedicated to recording the maritime history of Wisconsin (especially Lake Michigan and Lake Superior), this site features more than 7,000 documents, advertisements, and photographs of ships associated with Wisconsin waters since 1679. Geared toward the specialist as well as the beginner, the site contains a list of the more than 400 ships registered in Wisconsin over the years, as well as useful descriptions of the types of ships.

The collection is searchable by keyword and browsable. The quality of the photographs varies; some are small files, while others are quite large. The site recommends six related outside resources. This site would be very useful to anyone interested in the history of Wisconsin maritime shipping, passenger cruises, or naval history.

Freedom's Story: Teaching African American Literature and History

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Photo, Frederick Douglass, head-and-shoulders portrait, facing right, LoC
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This collection of 20 essays on African American history and literature, commissioned from leading scholars and written for secondary teachers, is part of the larger TeacherServe site. The essays are designed to deepen content knowledge and provide new ideas for teaching. These 3,000-7,000-word essays cover three time periods: 1609-1865, 1865-1917, and 1917 and Beyond.

Essays begin with an overview of the topic. A “Guiding Discussion” section offers suggestions on introducing the subject to students, and “Historians Debate” notes secondary sources with varied views on the topic. Notes and additional resources complete each essay. Each essay includes links to primary source texts in the National Humanities Center’s Toolbox Library.

Essays in "1609-1865" focus on topics related to slavery, including families under the slavery system, slave resistance, types of slave labor, the end of slavery, analyzing slave narratives, and the work of Frederick Douglass and Harriet Jacobs. Essays also look at African American arts and crafts and African influence on African American culture.

Essays in "1865-1917" focus on topics that fall between the eras of slavery and the Civil Rights Movement, including Reconstruction, segregation, trickster figures in African American literature, and issues of class and social division.

Essays in "1917 and Beyond" focus on literature and the Civil Rights Movement, including protest poetry, the Harlem Renaissance, and jazz in literature.

The Standardization of American English

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scanned image, Pennsylvania paper currency, June 1764, Franklin and Hall, LOC
Question

Why did American colonists spell so poorly?

Answer

Although colonial Americans did not spell consistently, we should not assume that they were careless writers. The invention of the printing press and the Reformation’s encouragement of literacy helped to standardize spelling, but European nations and their colonies only slowly established consistent spelling rules. As late as the Revolution, the mix of cultures and languages and the small but growing number of presses slowed the progress of spelling standards in America.

According to the 1790 census, about 20% of the new nation’s population spoke a language other than English as their first language.

Not all residents of Anglo-America used English as their first language. The British colonies contained French- and German-language schools, and many Americans read non-English newspapers and attended non-English religious services. In 1751, for example, Benjamin Franklin expressed concern about the proliferation of German-language newspapers, legal documents, and street signs in culturally diverse Pennsylvania. Even after the Revolution, a significant number of Americans continued to speak a native language other than English. In 1777 the Articles of Confederation were printed in French, and the Continental Congress printed some proceedings in German. According to the 1790 census, about 20% of the new nation’s population spoke a language other than English as their first language. Because of the assortment of languages in the new nation, residents placed little emphasis on standardization of spelling.

In the early republic, however, language became an important consideration in creating a culturally distinctive nation. As they tried to create their own identity, a few Americans began to distinguish American language from English through changes in spelling and punctuation. One of the biggest proponents of language reform was Noah Webster, a New England lawyer and scholar. Webster argued that even the smallest regional differences in spelling and pronunciation could turn into political difference, resulting in dangerous factions. He traveled around the U.S. giving lectures about standardizing the English language, and in his travels he met Benjamin Franklin, who shared Webster’s concerns about language reform. Franklin proposed deleting the letters c, w, y, and j and adding six new letters to the American alphabet. Webster, however, did not like the idea of adding or subtracting letters, but rather he wanted to simplify the spelling of words—changing favour to favor, for example, or replacing the -re with -er in centre/center and theatre/theater, in order to match spelling with pronunciation. Webster’s speller, which he first published in 1783, and his American Dictionary of the English Language (1828) helped to facilitate homogenization. Also in this time period, printers began to standardize spelling in order to make the printing process more efficient.

Not all of Webster’s standardization ideas took. For example, words such as “through,” “bureau,” and “laugh” are still not spelled as they sound. Moreover, American reformers instituted spelling standards gradually. Manuscripts from the 19th and 20th centuries still reveal irregular spelling, although we can attribute much of that to inconsistent access to education and uneven educational standards. Luckily these days we have spell check!

For more information

Dillard, J.L. A History of American English. New York: Longman Publishing, 1992.

Simpson, David. The Politics of American English, 1776-1850. New York and Oxford: Oxford University Press, 1986.

Websites of Interest:
Film Study Center, Harvard University, “How to Read 18th Century British-American Writing.” DoHistory.org. Roy Rosenzweig Center for History and New Media.

Noah Webster biography at the Noah Webster House website.

Bibliography

Baron, Dennis E. Grammar and Good Taste: Reforming the American Language. New Haven and London: Yale University Press, 1982.

Lepore, Jill. A Is For American: Letters and Other Characters in the Newly United States. New York: Vintage Books, 2003.

Webster, Noah. The Autobiographies of Noah Webster. Edited by Richard M. Rollins. Columbia, SC: University of South Carolina Press, 1989.

"Join or Die" Anonymous (not verified) Fri, 04/25/2008 - 09:49
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woodcut, 1754, Benjamin Franklin, Join or Die, org. pub. in Pennsylvania Gazette
Question
Why aren't Delaware and Georgia included on the body of Ben Franklin's famous "Join or Die" snake? And why did the artist combine the four northeastern colonies as one?
Answer

The "Join, or Die" snake, a cartoon image printed in numerous newspapers as the conflict between England and France over the Ohio Valley was expanding into war—"the first global war fought on every continent," as Thomas Bender recently has written—first appeared in the May 9, 1754 edition of Benjamin Franklin’s Pennsylvania Gazette. The image displayed a snake cut up into eight pieces. The snake’s detached head was labeled "N.E." for “New England,” while the trailing seven sections were tagged with letters representing the colonies of New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The exhortation "JOIN, or DIE" appeared underneath the image.

Lester C. Olson points out that Franklin might have seen images of snakes divided into two segments that had been published in Paris in 1685, 1696, and 1724 with the similar caption "Se rejoinder ou mourir." The image in the Pennsylvania Gazette followed an article reporting the recent surrender of a British frontier fort to the French army and purported plans of the French, with their Indian allies, to establish a massive frontier presence with which to terrify British settlers and traders. The article ended with the surmise that the French were confident they would be able to "take an easy Possession of such Parts of the British Territory as they find most convenient for them" due to the "present disunited State of the British Colonies" and warned that the French success "must end in the Destruction of the British interest; Trade and Plantations in America."

Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies

A longtime advocate of intercolonial union in dealings with Indians, Franklin helped make such a union an important agenda item for the Albany Congress, convened shortly after the snake image was published, on earlier orders from the Board of Trade, the British advisory council on colonial policy, with the goal of establishing one treaty between all the colonies and the Six Nations of Iroquois. As a commissioner to the congress appointed by the governor of Pennsylvania, Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies intent on maintaining control over their own affairs.

Robert C. Newbold has speculated that Georgia was probably excluded from the snake image, "because, as a defenseless frontier area, it could contribute nothing to common security." Only three laws had been passed in Georgia since its founding as a colony in 1732, prompting a historian of the colony and state to conclude, "The hope that Georgia might become a self-reliant province of soldier-farmers had not succeeded, and even the early debtor-haven dream had not come to pass." Delaware, Newbold added, "shared the same governor, albeit a different legislature, as Pennsylvania; hence the Gazette probably considered it as included with Pennsylvania."

As with the snake image, the Albany Plan, drafted during the congress, did not include Georgia and Delaware in its proposed colonial union for mutual defense and security, specifying only Massachusetts Bay, New Hampshire, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The segmented snake image was revived in a number of newspapers during the 1765 Stamp Act conflict, again without reference to Georgia and Delaware. In 1774, when the segmented snake image, along with the "Join or Die" slogan, was employed as a masthead for newspapers in York, Massachusetts, and Pennsylvania, a pointed tail labeled "G" for Georgia had been added.

Bibliography

Thomas Bender, A Nation Among Nations: America’s Place in World History . New York: Hill and Wang, 2006.

Lester C. Olson, Emblems of American Community in the Revolutionary Era: A Study in Rhetorical Iconology Washington: Smithsonian Institution Press, 1991.

Albert Matthews, "The Snake Devices, 1754-1776, and the Constitutional Courant, 1765," Publications of The Colonial Society of Massachusetts, Volume XI: Transactions, 1906-1907.

Library of Congress. "Join or Die". Accessed February 25, 2011.

Campaign Atlases

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Image for Campaign Atlases
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These 400 20th-century color maps of military campaigns cover a broad range of conflicts, from American colonial wars to U.S. involvement in Somalia in 1992—1993. Most of the maps represent conflicts in which the U.S. played a role, such as the "Battle of Bunker Hill" or the "Allied Landing in Normandy," although the collection also includes maps of the Napoleonic Wars, the Chinese Civil War, the Falkland Islands War, and Arab-Israeli conflicts.

Maps are indexed by war and may be enlarged, but are not annotated. The site is easy to navigate, although large maps may be slow to download. A bibliography lists eight atlases, published between 1959 and 1987, from which many of the maps were taken. The site is particularly useful for studying cartography and military history.

California Labor History

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Image, Introductory graphic, California Labor History
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This interactive essay covers 300 years of labor history in California. Powered by Shockwave, the site features a map of California that depicts the locations of labor disputes from 1776 to 1992. Using the scrollbar at the top of the site, users can change the year displayed on the map. On the map itself, small dots indicate the location of a particular event important to California's labor history. Clicking on the dot reveals a chronological list of related "Labor Events." The bottom-left panel, titled "Bigger Picture," provides links to sections of a larger secondary source entitled "Contextual Information" on California labor history relevant to the year and location the user is viewing. 64 700-word essays are mainly excerpts from published books and articles.

Historical Context and Roleplaying

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Teaching with Role Playing
Article Body

This website's videos document the practice of a 5th-grade teacher in New York teaching a unit titled Colonial New York: Developing Perspectives through Historical Role Play. This 14-week, standards-based unit covers colonial America up to the signing of the Declaration of Independence in 1776. The site provides a rich cache of materials documenting the teaching of the unit, including the teacher's initial plan; video clips of classroom activities and teacher reflections; classroom handouts and historical sources; and student work.

The site provides examples of two promising practices:

  1. Establishing an understanding of historical time and place before engaging in roleplaying activities or simulations; and
  2. Continuing to build student understanding of historical context as students elaborate roles and take on perspectives.
Understanding Daily Life

The teacher begins the unit with activities designed to establish a "sense of time and place" and help students understand colonial "daily life." Students then create colonial characters. Notably, the teacher structures activities so students are transported back into the colonial world before they are asked to identify and elaborate their imagined roles and lives.

To accomplish this, she plans trips to local historical sites, uses primary sources, and uses questions to frame individual lessons such as: What did colonial New York look like? What jobs did people have in colonial New York? How did people get what they needed?

Analyzing Issues and Events

After students create a colonial character, they learn about important issues and events of the time period, including the impact of the French-Indian War on British colonial policies, the colonists' responses, and the road to revolution. Students learn how taxes work, look at mercantilist laws, hold tavern meetings, and read Patrick Henry's famous speech and the Declaration of Independence. Threaded throughout this instruction is a back-and-forth between what happened and how students in their colonial roles would have experienced and thought about these events.

What's New?

Many history teachers use roleplaying activities. What is less commonly done, however, is what we find here: structuring learning activities so students' roles are closely tied to the time and place within which they are imagined. This website uncovers not only the deep exploration of historical context necessary to make roleplaying more historically accurate, but also some ways for teachers to structure and plan those necessary activities.

On the website, there are additional promising features, including a focus on the way the teacher adjusts her initial curriculum plan in response to what she learns about students' understanding through both formal and informal assessments.

On a Mission: Junípero Serra in New Spain

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photomechanical print, Junipero Serra, published 1913, Francisco Palóu, LOC
Question

What was Junípero Serra’s relationship to the San Gabriel Mission and the Native American people in the area?

Answer

Father Junípero Serra was born Miguel Joseph Serra in Spain in 1713. Educated as a friar in the Order of St. Francis, he immigrated to New Spain in 1749, where he worked as both a missionary and a university administrator. In 1769, Serra led a group of Franciscan monks into Alta California, and there oversaw the founding and maintenance of a chain of missions along the Californian coast. Mission San Gabriel was the fourth mission to be built in this chain. While Serra selected the site for the mission (a site that was eventually changed) he did not personally visit the mission station until September 1772, a year after its founding.

Serra oversaw a mission system that rapidly transformed the environment and living situation of California's indigenous communities.

Serra oversaw a mission system that rapidly transformed the environment and living situation of California's indigenous communities. The friars, and the soldiers sent to accompany them, brought European domestic animals—cows, pigs, and sheep—into the region where they quickly reproduced past the point of containment. Non-native species of grasses and weeds were transported via supplies from New Spain and overran the local flora upon which Native communities depended for food. Thousands of indigenous people were pushed by these events to move to the missions in order to secure the means of their subsistence.

The friars forced Native people to work for the missions, often growing the crops upon which the mission community depended. The Franciscans strove to convert Native people to Catholicism, requiring that individuals attend mass, memorize catechisms, confess their sins, and accept harsh physical punishment for behaviors the friars considered sinful. Kinship structures were deeply disrupted by the friars' attempts to remake Native families according to a Christian, Spanish model. This situation was further compounded by mortality rates at the missions, which vastly outpaced those in other areas of the Spanish empire or Europe itself. Infants and children were especially vulnerable. The rampant spread of diseases such as syphilis and gonorrhea among the Native population made it hard for communities to replace the members they lost.

Native people were not passive in the face of such change.

Native people were not passive in the face of such change. Many individuals sought to preserve their traditional spiritual belief systems—some of which, like that of the Luiseño, mapped easily onto the central ideas of Catholicism, and some of which did not—as well as offering political resistance to the authorities of New Spain. The environmental and epidemiological changes brought about by the missions, however, made it difficult for families or communities to survive without some connection to the missions, be it wholesale removal or trade.

Serra died in California in 1784. In 1987 he was beatified by Pope John Paul II, a prerequisite for the attainment of sainthood. Controversy persists as to whether Serra should be sainted, given his administration of a mission system that was so destructive to the lives of California's Native people.

For more information

Hackel, Steven W. Children of Coyote, Missionaries of Saint Francis: Indian-Spanish Relations in Colonial California, 1769-1850. Chapel Hill: University of North Carolina Press, 2005.

Sandos, James A. Coverting California: Indians and Franciscans in the Missions. New Haven: Yale University Press, 2004.