Professor Lucas E. Morel reviews the life and views of Martin Luther King, Jr., focusing on the March on Washington and King's "I Have a Dream" speech. This lecture continues from the lecture "Martin Luther King, Jr., Part One."
Author Joe McKendry reviews the history and technology of underground transportation in Boston, focusing on Boston subway construction between 1895 and 1918. His presentation includes slides.
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This iCue Mini-Documentary describes how, after the Civil War, some southern blacks left farms for new jobs in factories, but quickly realized that working conditions were poor and the pay was worse.
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Professor Edward T. O'Donnell analyzes an 1876 Harper's Weekly cartoon of an Irish immigrant, which reveals the racism of the day.
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Historian Carroll Gibbs discusses African American life in Georgetown prior to and just after the Civil War, looking at laws that discriminated against and segregated African Americans, at historic churches in the area, at records that suggest African Americans escaped from Georgetown by the Underground Railroad, and at reactions to African Americans' gaining the right to vote.
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Historian Carroll Gibbs discusses the foundation and early years of Georgetown (now part of Washington, D.C.), looking particularly at the role of African Americans in the community. He touches on the slave trade and also on the growth of African-American churches and religious communities in the city.
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During this one-week workshop, workshop fellows will walk the streets and alleys that Benjamin Franklin walked, step through the doorways that he knew, sit in the churches where he worshiped, and stroll around the houses and public buildings where he helped to found the United States. Fellows will also explore the many rooms of Benjamin Franklin's mind: writer, printer, civic leader, politician, diplomat, scientist, revolutionary, founder. They will read Franklin's words—published and personal—and those of other men and women who lived in the era. They will examine the key aspects of gender, of race, of social class, and diverse other topics.
In this institute, K12 teachers, in conjunction with a group of leading scholars and public historians, will explore a neglected but crucially important aspect of early American history—the two-and-a-half-century web of connections between the rise of New England as a commercial and industrial center and the enslavement of Africans. New England's extensive and complicated relationship with slavery is a crucial part of the American story that almost never is clearly and comprehensively discussed in American history textbooks. But this is an important story, and there is no better place to explore it, and learn how to teach about it, than in Rhode Island, not only the center of the American slave and provisioning trades, but also the birthplace of the American industrial revolution. The two-week institute will include lectures by experts, tours of historic sites associated with these key developments, and guided explorations of original 18th- and 19th-century print and graphic sources that document this fascinating, often painful history. Teachers will be able to bring back to their classrooms and departments new knowledge, new primary documents and images, and fresh ideas and strategies for teaching this sensitive material, including shared lesson plans.
During this one-week workshop, workshop fellows will walk the streets and alleys that Benjamin Franklin walked, step through the doorways that he knew, sit in the churches where he worshiped, and stroll around the houses and public buildings where he helped to found the United States. Fellows will also explore the many rooms of Benjamin Franklin's mind: writer, printer, civic leader, politician, diplomat, scientist, revolutionary, founder. They will read Franklin's words—published and personal—and those of other men and women who lived in the era. They will examine the key aspects of gender, of race, of social class, and diverse other topics.
The Gilder Lehrman Summer Seminars are designed to strengthen participants' commitment to high quality history teaching. Public, parochial, independent school teachers, and National Park Service rangers are eligible. These week-long seminars provide intellectual stimulation and a collaborative context for developing practical resources and strategies to take back to the classroom.