Federal Resources for Educational Excellence: History & Social Studies

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Portrait, George Washington
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This megasite brings together resources for teaching U.S. and world history from the far corners of the web. Most of these websites boast large collections of primary sources from the Library of Congress, the Smithsonian, the National Archives and Records Administration, and prominent universities. There are more than 600 websites listed for U.S. history alone, divided by time period and topic: Business & Work, Ethnic Groups, Famous People, Government, Movements, States & Regions, Wars, and Other Social Studies. While most of these websites are either primary source archives (for example, History of the American West, 1860-1920) or virtual exhibits, many offer lesson plans and ready-made student activities, such as EDSITEment, created by the National Endowment for the Humanities.

A good place to begin is the (Subject Map), which lists resources by sub-topic, including African Americans (67 resources), Women's History (37 resources), and Natural Disasters (16 resources). Each resource is accompanied by a brief annotation that facilitates quick browsing.

Vaccinations: Rites of Passage

Quiz Webform ID
22415
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Teaser

Have you had your shots? Which childhood diseases do these public health announcements address?

quiz_instructions

Vaccination—introducing dead or weakened versions of germs into the body to promote the production of antibodies and create immunity to a disease—has been practiced for at least 200 years, making it a chronological "peer" of the United States. Which childhood diseases do the American public health announcements below address?

Quiz Answer

1. Rubella
Rubella, otherwise known as German measles, causes only very mild symptoms in most people with healthy immune systems (largely a rash and swollen glands in the neck), but can be fatal or crippling to unborn children. If a woman contracts rubella while pregnant, there is, according to the Centers for Disease Control and Prevention (CDC), "an 80% chance that her baby will be born deaf or blind, with a damaged heart or small brain, or mentally retarded." Miscarriage is also possible.

This 1970 image promotes vaccination against the disease, which became available in 1969. In 1964-1965, during a major rubella outbreak, more than 20,000 children were born with disorders from the disease.

2. Diphtheria
Diphtheria, a highly-contagious bacterial disease, causes flu-like symptoms—but, left untreated, the CDC says that it "produces a toxin that can cause serious complications such as heart failure or paralysis" and kills one out of 10 of its victims.

In the 1920s, diphtheria killed approximately 15,000 victims a year, many of them children. With widespread use of the vaccine, the disease is now very rare in the U.S.. This poster dates from 1941.

3. Smallpox
The highly contagious smallpox virus causes fever, headache, vomiting, and a severe skin rash, killing many of its victims and scarring survivors. Today, smallpox cases are virtually unknown, due to a global vaccination campaign that has its roots centuries ago—the English physician Edward Jenner first vaccinated against smallpox at the end of the 18th century.

In 1809, Massachusetts became the first state to require vaccination. Vaccinations for smallpox in the U.S. continued until 1972. This image is from 1941, eight years before the last recorded case in the country.

4. Polio
The polio virus can cause symptoms ranging from those of the common cold to severe muscle pain followed by partial paralysis (often in the legs, but sometimes in other muscles). According to the CDC, a 1916 outbreak killed 6,000 people and paralyzed 27,000 others, while the National Network for Immunization Information reports that an epidemic in 1952 affected 21,000 people.

Vaccines for polio came out in 1955 and 1961; the last U.S.-originating case occurred in 1979, and the disease no longer exists in the western hemisphere. This poster is from 1963, and features "Wellbee," a CDC mascot used to promote vaccination and public health.

For more information

vaccinations-quiz-ctlm.jpg The Centers for Disease Control and Prevention website provides resources on (largely present-day) health and health practices, but its Public Health Image Library (PHIL) presents a searchable database of health-and-medicine-related images and videos. The search engine can be tricky to operate, and some of the images (many are photographs) contain graphic representations of injury and disease, so you may want to take care while surfing or when directing students to the website.

You can find many more posters from the New Deal era, on topics ranging from public health to theater performances, at the Library of Congress' American Memory collection By the People, for the People: Posters from the WPA. Read the Clearinghouse's review of this website here.

For a sprinkling of other public health posters, and information on the lives of major U.S. scientists who worked in biomedical research and public health, try the National Library of Medicine's Profiles in Science. The Clearinghouse reviews the Profiles here.

Colonial Williamsburg's ongoing podcast touches on colonial-era vaccination in a July 13, 2009, podcast on a 1721 smallpox epidemic in Boston.

A Smithsonian Institution National Museum of American history blog entry looks at the museum's collection of flu vaccines. The Museum's online exhibit Whatever Happened to Polio? offers online games, historical photos, and other resources on polio and the development of a vaccine against it.

PBS offers the full-length documentary American Experience: The Polio Crusade, free to watch online.

Search the topic "Health and Medicine" in our Museums and Historic Sites database to find possible health-and-medicine-related field trip sites in your area. Many towns have small apothecary and drugstore museums, and your region may have a larger museum, as well—such as DC's National Museum of Health and Medicine or Maryland's National Museum of Dentistry.

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Knock, Knock. . . Who Lives Here?

Quiz Webform ID
22414
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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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Demographics 1890-1915

Question

I am trying to find a good website that have the demographics during 1890-1915. Could you please give me a direction to go in?

Answer

Luckily, population studies play a role in many facets of government funding and studies. The wealth of information on U.S. demographics is rooted in the U.S. Census Bureau. The first census was taken in 1790 and included men, women, free, and enslaved persons. For more information on the history of one of the first government agencies, read the Teachinghistory.org article, Stand Up and Be Counted: Teaching with the Census which also provides guidance on lesson plans.

Monuments to a Dream: Martin Luther King, Jr. Memorials

Quiz Webform ID
22415
date_published
Teaser

Answer these questions about memorials to the life and ideals of MLK.

quiz_instructions

Ever since Martin Luther King, Jr.'s assassination in 1968, communities across the U.S. have sought ways to memorialize the ideals King and the civil rights movement came to stand for. Identify the locations of the following monuments to King, each presenting a unique view of his life and legacy.

Quiz Answer

1. A statue of Martin Luther King, Jr. stands on a pedestal engraved with these words: "His dream liberated [. . .] from itself and began a new day of love, mutual respect, and cooperation." Which city fills in the gap?

a. Birmingham, AL

The statue stands in Kelly Ingram Park in Birmingham, AL. The park, which predates the civil rights movement, was used by Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLC) as a staging point for nonviolent protests in 1963. Protesters, many of them local schoolchildren, massed here to organize for sit-ins, boycotts, and marches; in the streets around the park, law enforcement officers drenched protestors with fire hoses and menaced them with dogs. Photographs of these events created some of the most enduring images of the movement.

Today, the park contains the Freedom Walk, which leads visitors past a number of statues related to the protests, including statues of the dog attacks and children in jail.

2. A 30-foot-tall black granite pinnacle encircled by spirals of steel rises from a pool of water in front of you. You're standing in front of a memorial to Martin Luther King, Jr. in what city?

d. Seattle, WA

The Martin Luther King, Jr. Memorial Park in Seattle, WA, honors the memory of King with an abstract sculpture inspired by his final speech, "I've Been to the Mountaintop." No specific event in the civil rights movement or in King's life took place at this location; like memorials, events, and other observances nationwide, the Memorial Park sculpture, by Seattle artist Robert Kelly, reminds the surrounding community not of specific historical events but of the assumed spirit of King's life and of the civil rights movement.

3. A well-muscled African American man, wearing only a loincloth, holds his newborn up to the sky. Which city are you visiting now?

d. Atlanta, GA

Sculptor Patrick Morelli's BEHOLD stands in the Peace Plaza in Atlanta, GA. Around the plaza range sites important in the life of Martin Luther King, Jr., including his birth home and Ebenezer Baptist Church, where King preached as co-pastor with his father. Newer sites also surround the statue and plaza: The King Center, the location of King's tomb, founded by King's widow, Coretta Scott King, and the Martin Luther King, Jr. Visitor Center, maintained by the National Park Service.

4. Surrounded by trees, you walk from one upwelling of water to the next. Each small fountain, set back into a semicircular niche of stone, commemorates a martyr to the civil rights movement. You're strolling through the King memorial in which city?

c. Washington, DC

The Martin Luther King, Jr., National Memorial does not yet exist, but the memorial's design has been completed and ground broken, ceremonially, on the proposed site. When finished, the envisioned four-acre memorial will be positioned along the edge of the Tidal Basin, along a sightline stretching from the Lincoln Memorial to the Jefferson Memorial. Difficulties and controversy have dogged the memorial's progress, including backlash when Chinese sculptor Lei Yixin was chosen to carve the nearly-three-story-tall statue of King that will anchor the memorial.

For more information

mlk_image-ctlm.jpg The National Park Service's travel itinerary We Shall Overcome: Historic Places of the Civil Rights Movement describes the historical significance of the Kelly Ingram Park (also known as West Park). Adjoining the park, the Birmingham Civil Rights Institute preserves and interprets the history of the Birmingham protests and the civil rights movement as a whole.

For images of the Martin Luther King, Jr. statue and the park's other statues, try a Google images search using the keywords "Kelly Ingram Park."

Seattle's official website for the Martin Luther King, Jr. Memorial Park offers very little information, but the Historical Marker Database's entry provides photos of the sculpture and the plaques describing events in King's life that surround the memorial.

For the full text and audio recording of King's "I've Been to the Mountaintop" speech, refer to American Radioworks' page on the speech, part of its Say It Plain feature, examining speeches by 12 great African American speakers.

The National Park Service's website for the Martin Luther King, Jr. National Historic Site features an article on BEHOLD's artist's intentions and a photo of the statue. For more on the nearby King Center, try our Museums and Historic Sites listing.

At BuildTheDream.org, the Martin Luther King, Jr. National Memorial Foundation describes the history and goals of the project to build the King national memorial. Sections of the website provide a timeline of the project, evocative descriptions of its proposed design, press releases and news articles related to the memorial, and suggestions for students to get involved. A Google search using "Lei Yixin" and "Martin Luther King" will bring up a number of articles on the controversy over Lei Yixin's selection as sculptor; students might look at these to consider the range of viewpoints on the issue, and the emotion and ideals involved in creating a monument like the King memorial.

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Toys R History

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Teaser

From children gathering pebbles on the shore to stores full of toys. . .

quiz_instructions

When did these toys first make their way onto children's wish lists? Arrange them in chronological order, 1 being the oldest and 10 being the most recent.

Quiz Answer

1. Kites (perhaps 3000 years ago)
2. Roller skates (first popular in the 1870s)
3. Electric toy trains (1897)
4. Ping Pong (first offered with a celluloid ball in 1901)
5. Crayola crayons (1903)
6. Erector sets (1911)
7. Monopoly (early 1930s)
8. Frisbees (1955)
9. Barbie dolls (1959)
10. Video game consoles (1972)

Sources
  • Children gazing through Macy's toy window, New York City, c. 1908-17.George Grantham Bain Collection, Library of Congress.
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Feeling Teenish Today?

Quiz Webform ID
22410
date_published
Teaser

A teenager by any other name . . . would be considered either a child or an adult. Teenagers inhabit some sort of middle of the road. They are neither fully grown and matured, nor are they young.

quiz_instructions

When did young people in their teens become “teenagers”? Put the phrases below in the order in which they were first used, starting with the earliest.

Quiz Answer

1. teen (noun) [late 17th century]
the years of the life of any person of which the numbers end in -teen, i.e. from 13 to 19; chiefly in phrases in, out of one's teens.

2. teenish (adjective) [1818]
characteristic of persons in their teens, youthful.

3. teener (noun) [1894]
one in his or her teens (U.S.)

4. teen age or teen-age (adjective) [1921]
designating someone in their teens; Pertaining to, suitable for, or characteristic of a young person in his or her teens.

5. teenager (noun) [1941]
one who is in his or her teens; loosely, an adolescent.

For more information

teenagers-ctlm.jpg Teenagers today play a central role in American culture and society. They exist not only as high school students, but as closely watched consumers and trendsetters. Yet in 1900, teenagers did not exist. There were young people in their teens, but there was no distinct teenage culture.

After 1900, reformers, educators, and legislators began to separate teens from adults and children through legislation and age-specific institutions, such as high school and juvenile courts. Between 1910 and 1930, enrollment in secondary schools increased almost 400 percent and the number of teens in school rose from 11% in 1901 to 71% in 1940. The percentage of African American teens remained lower, but also rose at a steady rate to more than 80% by the early 1950s.

During these decades, as teenagers began to develop a "teenage" culture, manufacturers, marketers, and retailers began to court high school students, especially girls, as consumers with distinct style preferences. Social scientists and parents engaged in an extensive dialogue over the nature of adolescence, high school, and the growing notion of "teenage" culture. Media also played an important role, often defining "teenager" as female.

For more on teenage and youth culture, see:

Children and Youth in History.

Joe Austin and Michael Nevin Willard, Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: NYU Press, 1998).

Sherrie Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Cultures (New York: New York University Press, 1998).

Grace Palladino, Teenagers: An American History (New York: Basic, 1996).

Kelly Schrum, Some Wore Bobby Sox: The Emergence of Teenage Girls' Culture, 1920-1945 (New York: Palgrave Macmillan, 2004).

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