Transportation: Past, Present and Future

Teaser

What pushes and pulls people into new ways of life? In this lesson, students use artifacts, documents, and photographs to help them answer this question.

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Description

What pushes and pulls people into new ways of life? In this lesson, students use artifacts, documents, and photographs to help them answer this question.

Article Body

The Henry Ford Museum’s "Early 20th Century Migration—Transportation: Past, Present and Future" is a thematically rich teaching unit. Through artifacts, documents and photographs, students explore the overarching question, What pushes and pulls people into new ways of life? How did the lure of jobs in U.S. factories “pull” Europeans and people of the American South to northern cities and new ways of living? The lessons are both rigorous and relevant, and continuously engage students in considering the impact of the past on the present.

Dubbed an Educator DigiKit, the unit includes extensive materials for teachers. The Teacher’s Guide includes timelines on various historic themes relevant to the lesson topics, a glossary, bibliographies, connections to Michigan and national standards, and field trip suggestions. The lesson plans introduce the assembly line concept, technological and economic forces that cause large-scale migration, fair labor issues, challenges faced by immigrants, and the ongoing changing nature of work up to the present. All of the lessons include links to primary sources in the Henry Ford Museum Online Collection and they utilize a range of activities, including simulations, math-based problem solving, and source analysis.

Teachers will want to consider supplementing this unit by incorporating a rigorous, systematic approach to analyzing primary sources. Borrowing one from another site (see possibilities here) could strengthen the individual lessons and unit. A rich resource, 20th Century Migration honors middle elementary children by challenging them to ponder and interpret significant topics in history that continue to affect their world today.

Topic
Continuity and Change
Time Estimate
Varies
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes
Not only are the details accurate, but the breadth of the perspectives in the lessons helps students develop an accurately complex sense of the unit topics.

Rubric_Content_Historical_Background

Yes
Brief secondary sources provide context for the investigations. For examples, see an essay on the nature of assembly line work on page 44, or a PowerPoint on urbanization that is linked from pages 36 or 37.

Rubric_Content_Read_Write

Yes

Includes a few explicit writing exercises, primarily short-answer assessments. Class discussion questions might be used as writing prompts in older grade levels.

For an example, see writing prompts for primary source analysis on page 55.

Rubric_Analytical_Construct_Interpretations

Yes
Would have liked to see primary source analysis embedded earlier in the unit; it is not introduced until near the end of the unit. The unit would also be more powerful if it introduced a systematic model for source analysis.

Rubric_Analytical_Close_Reading_Sourcing

No
The source analysis guides do not ask students to consider the author or creator of a source. The informal mini-biographies used as primary sources in Lesson 6 are intriguing; the lesson would help students better understand the nature of historical analysis if they engaged them in asking who created the biographies and why.

Rubric_Scaffolding_Appropriate

Yes
The lessons lend themselves to ready adaptation not only in grades 3-5, but for middle school as well.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

Rubric_Structure_Assessment

Yes
Topical knowledge is emphasized in the unit. Nonetheless, the unit does include activities to engage children in interpreting historical documents for basic understanding. No criteria for assessment are included.

Rubric_Structure_Realistic

Yes
The learning goals are topical.

Rubric_Structure_Learning_Goals

Yes
The learning goals are topical.

Tenement Life

Teaser

Students examine primary sources related to the life of an immigrant girl and her family to discover what life might have been like at the turn of the century.

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Description

Students examine a set of primary source documents related to the life of an immigrant girl in order to investigate what life might have been like at the turn of the century.

Article Body

The Tenement Museum website provides engaging and entertaining ways to introduce young students to primary sources. The “Elementary School Lesson” found under “Primary Source Activities” uses a family photo, a postcard, a report card, and a passport to examine the life of Victoria Confino, an immigrant girl at the turn of the 20th century. Because these sources are mostly visual, they allow easier access for young students and English language learners than text-dense sources. The lesson provides useful guiding questions for the teacher when helping students examine the documents. After students have discussed the sources, they are asked to write a paragraph about Victoria’s life.

The Tenement Museum website also includes a variety of other fun and educational activities for students. Students can play the immigration game in which they figure out how to get to America, or complete a virtual tour of a tenement building. They could also mix a folk song or, for older students, explore the webcomics of a modern immigrant.

Topic
Immigration
Time Estimate
1 Class Session
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

No

Rubric_Content_Read_Write

Yes
Students “read” visual sources that contain minimal text. They write about the life of an immigrant girl using evidence from these sources.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The lesson includes questions to prompt students to look at specific details in the documents, but teachers need to add questions about the origins of the documents.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
Suggested questions are provided for each source. The teacher could use the questions to develop a graphic organizer.

Rubric_Structure_Assessment

Yes
Students are asked to write about Victoria’s life using the historical evidence. There are no assessment criteria included and teachers will need to develop their own.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Puerto Rico Encyclopedia/Enciclopedia de Puerto Rico

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Annotation

Visitors to this site will find more than 1,000 images and dozens of videos about the history and culture of Puerto Rico. The work of dozens of scholars and contributors, the Puerto Rico Encyclopedia reflects the diverse nature of the island: a U.S. territory, a key location for trade in the Caribbean, a Spanish-speaking entity with its own distinct culture, and a part of a larger Atlantic world. Funded by an endowment from the National Endowment for the Humanities and the Fundación Angel Ramos, the site is a key product from the Fundación Puertorriqueña de las Humanidades. It provides users with all content in both English and Spanish. Educators will find the site easy to navigate and conveniently categorized by themes; within each topic, appropriate subtopics provide an in-depth examination of Puerto Rican culture and history. Of particular interest to U.S. History teachers are the images and information found under History and Archeology. Here, teachers and students can explore a chronological narrative of the island's history and role at specific moments in U.S. and Atlantic history. Other sections worth exploring are Archeology (for its focus on Native American culture), Puerto Rican Diaspora (for its look at Puerto Ricans in the U.S.), and Government (for a detailed history on Puerto Rico's unique status as a free and associated US territory). Educators in other social science courses will also find valuable information related to music, population, health, education, and local government. In all, 15 sections and 71 subsections provide a thorough examination of Puerto Rico. The Puerto Rico Encyclopedia's bilingual presentation also makes it a good site for integrating Hispanic culture into the U.S. History curriculum, as well as helping to bridge curriculum for English Language Learners (ELLs) in the classroom.

Intertwined Development: Railroads and Political Parties

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Question

How did railroads affect the political systems in 1870-1914?

Answer

Railroads and the political system have been intertwined since the first rail systems in the 1830s and 1840s when in the name of “internal improvements” the Whig Party supported government funding for start-up railroad companies. It was, however, during its rapid expansion in the post-Civil War era that the industry’s ties to the political system became controversial.

The federal government gave railroad companies thousands of acres of land on which to run their tracks. Men like Jay Gould, Cornelius Vanderbilt, E. A. Harriman, James J. Hill, and J.P. Morgan controlled a powerful industry. They wielded political power, too, by demanding the federal government send troops in to break up railroad strikes in 1877 and 1894. Meanwhile farmers began to protest the railroad’s monopoly over transportation rates. Congress responded with the Interstate Commerce Act (1887), which sought to prevent “pools” of interests from dominating industries. But given that both Republican and Democratic leaders benefited from gifts given by the railroad companies, real reform, it seemed, was going to have to come from outside the two-party system.

The People’s Party, or the Populists, emerged in the 1890s calling for strict regulation to rein in railroad companies’ power. By the early 1900s, self-styled “progressives” in both parties had picked up on the Populists’ and organized labor’s attacks on the railroads. During Theodore Roosevelt’s presidency, progressive Republicans and Democrats joined forces to pass the Elkins Act (1903), the Hepburn Act (1906) and, during William Howard Taft’s term as president, the Elkins-Mann Act (1910) and the Railroad Valuation Act (1913) all of which regulated the industry. Conservative Republicans pushed back by denying Roosevelt the nomination in 1912, thus causing a rift in the party and guaranteeing Woodrow Wilson’s election.

For more information

Central Pacific Railroad Photographic Museum Connolly, Michael J. Capitalism, Politics, and Railroads in Jacksonian New England (Columbia: University of Missouri Press, 2003). Martin, Albro. Railroads Triumphant (Oxford: Oxford University Press, 1992). Stover, John F. American Railroads (Chicago and London: The University of Chicago Press, second edition, 1997). Summers, Mark W. Railroads, Reconstruction, and the Gospel of Prosperity (Princeton, New Jersey: Princeton University Press, 1984.

Bibliography

Martin, Albro. Railroads Triumphant (Oxford: Oxford University Press, 1992).

The National Atlas of the United States of America. "Presidential Elections 1908-1920." Last modified August 03 2010.

East St. Louis Massacre

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Question

What was the East St. Louis Massacre?

Answer

The name refers to a race riot that occurred in the industrial city of East St. Louis, Illinois, over July 2-3, 1917. It is also referred to as the “East St. Louis Riot.” As historians have looked at its various causes, they have labeled it in different ways, depending on what aspect of it they have focused their attention on. Some recent historians have called it a “pogrom” against African Americans in that civil authorities in the city and the state appear to have been at least complicit in—if not explicitly responsible for—the outbreak of violence. Even in 1917, some commentators already made the comparison between the East St. Louis disturbance and pogroms against Jews that were occurring at the time in Russia. Roving mobs rampaged through the city for a day and a night, burning the homes and businesses of African Americans, stopping street cars to pull their victims into the street, and assaulting and murdering men, women, and children who they happened to encounter. A memorial petition to the U.S. Congress, sent by a citizen committee from East St. Louis described it as “a very orgy of inhuman butchery during which more than fifty colored men, women and children were beaten with bludgeons, stoned, shot, drowned, hanged or burned to death—all without any effective interference on the part of the police, sheriff or military authorities.” In fact, estimates of the number of people killed ranged from 40 to more than 150. Six thousand people fled from their homes in the city, either out of fear for their lives or because mobs had burned their houses.

The Background

In the early years of the 20th century, many industrial cities in the North and the Midwest became destinations for African Americans migrating from the South, looking for employment. East St. Louis was one of these cities, where blacks found opportunities to work for meatpacking, metalworking, and railroad companies. The demand for workers in these companies increased dramatically in the run-up to World War I. Some of the workmen left for service in the military, creating a need for replacements, and the demand for war materiel increased industrial orders. The workforce had been highly unionized and a series of labor strikes had increased pressure on companies to find non-unionized workers to do the work. Some companies in East St. Louis actively recruited rural Southern blacks, offering them transportation and jobs, as well as the promise of settling in a community of neighborhoods where African Americans were building new lives strengthened by emerging political and cultural power. By the spring of 1917, about 2,000 African Americans arrived in East St. Louis every week.

The Riot

Racial competition and conflict emerged from this. The established unions in East St. Louis resented the African American workers as “scabs” and strike breakers. On May 28-29, a union meeting whose 3,000 attendees marched on the mayor’s office to make demands about “unfair” competition devolved into a mob that rioted through the streets, destroyed buildings, and assaulted African Americans at random. The Illinois governor sent in the National Guard to stop the riot, but over the next few weeks, black neighborhood associations, fearful of their safety, organized for their own protection and determined that they would fight back if attacked again. On July 1, white men driving a car through a black neighborhood began shooting into houses, stores, and a church. A group of black men organized themselves to defend against the attackers. As they gathered together, they mistook an approaching car for the same one that had earlier driven through the neighborhood and they shot and killed both men in the car, who were, in fact, police detectives sent to calm the situation. The shooting of the detectives incensed a growing crowd of white spectators who came the next day to gawk at the car. The crowd grew and turned into a mob that spent the day and the following night on a spree of violence that extended into the black neighborhoods of East St. Louis. Again, the National Guard was sent in, but neither the guardsmen nor police officers were at all effective in protecting the African American residents. They were instead more disposed to construe their job as putting down a black revolt. As a result, some of the white mobs were virtually unrestrained.

The Aftermath

A national outcry immediately arose to oust the East St. Louis police chief and other city officials, who were not just ineffective during the riots, but were suspected of aiding and abetting the rioters, partly out of a preconceived plan, suggested Marcus Garvey, to discourage African American migration to the city. The recently formed NAACP suddenly grew and mobilized—with a silent march of 10,000 people in New York City to protest the riots. They and others demanded a Congressional investigation into the riots. The report of the investigation, however, pointed to the migration of African Americans to the East St. Louis region as a “cause” of the riot, wording that sounded like blaming the victims. As Marcus Garvey had said of an earlier report of the riot, “An investigation of the affair resulted in the finding that labor agents had induced Negroes to come from the South. I can hardly see the relevance of such a report with the dragging of men from cars and shooting them.” A similar point about simple justice for the victims and where to place the blame for the riots nearly caused ex-President Theodore Roosevelt to come to blows with AFL leader Samuel Gompers during a public appearance shortly after the riot. Roosevelt demanded that those who had perpetrated the violence and murders in East St. Louis be brought to justice. Gompers then rose to address the crowd and, as a reporter for the Chicago Tribune, wrote, “He read a telegram which he said he had received tonight from the president of the Federation of Labor of Illinois. This message purported to explain the origin of the East St. Louis riots. It asserted that instead of labor unions being responsible for them they resulted from employers enticing Negroes from the south to the city ‘to break the back of labor.’” This enraged Roosevelt, who jumped up, approached Gompers, brought his hand down onto his shoulder and roared that, “There should be no apology for the infamous brutalities committed on the colored people of East St. Louis.” Roosevelt, like many other Americans of all races, was particularly appalled by the irony that such an event could occur in the United States at the same time that the country, by entering World War I, was declaring its intentions to export abroad its vision of freedom and justice. This theme was picked up by many editorial cartoonists in newspapers across the U.S. East St. Louis was by no means the only northern industrial city to experience race riots during this period. A conviction grew among some African Americans that they could not depend on an enlightened white community or government, either in the South or in the North, to insure their rights and their safety, but that they would have to fight for their own rights. In an editorial entitled "Let Us Reason Together," in his magazine, The Crisis, W. E. B. Du Bois wrote, “Today we raise the terrible weapon of self-defense. When the murderer comes, he shall no longer strike us in the back. When the armed lynchers gather, we too must gather armed. When the mob moves, we propose to meet it with bricks and clubs and guns.”

For more information

Harper Barnes, Never Been a Time: The 1917 Race Riot That Sparked the Civil Rights Movement. New York: Walker & Company, 2008. Elliott M. Ruckwick, Race Riot at East St. Louis, July 2, 1917. Carbondale: University of Illinois Press, 1982. Charles L. Lumpkins, American Pogrom: The East St. Louis Race Riot and Black Politics. Athens: Ohio University Press, 2008. U. S. House of Representatives, Special Committee on East St. Louis Riots, East St. Louis Riots. Washington: GPO, 1918.

Bibliography

“Col. Roosevelt and Gompers Clash on Riot,” Chicago Daily Tribune, July 7, 1917, pp. 1, 4. “For Action on Race Riot Peril: Radical Propaganda Among Negroes Growing, and Increased Violence Set Out in Senate Brief for Federal Inquiries,” New York Times, October 5, 1919. Ida B. Wells-Barnett, The East St. Louis Massacre: The Greatest Outrage of the Century. Chicago: The Negro Fellowship Herald Press, 1917. Marcus Garvey, “The Conspiracy of the East St. Louis Riots,” speech, July 8, 1917, in Robert A. Hill, ed., The Marcus Garvey and Universal Negro Improvement Association Papers, Volume 10, Berkeley: University of California Press, 2006, pp. 212-218. W.E.B. Du Bois, "Let Us Reason Together," The Crisis, 18.5 (September 1919): 231.

The Progressive Era

Teaser

Explore the ins and outs of turn-of-the-century labor law, business, housing, and immigration.

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Description

Access primary sources, activities, instructional tips, and assessments for a unit on the Progressive Era.

Article Body

This unit on the Progressive Era consists of seven teaching activities, which build upon each other and culminate in an optional service learning project exploring modern day progressivism. Each part of the unit can be downloaded as an individual PDF, or the entirety can be downloaded at once. Overall, the complete package is age-appropriate, while also challenging students to develop historical thinking skills.

Activities 3, 4, and 5 utilize primary source documents and photographs, and ask students to analyze documents and draw conclusions from them. Activity 3, for instance, prompts students to examine child labor and its impact by looking at two collections of photographs—Kids at Work and Kids on Strike. It then asks students to consider questions such as "How did the people that wrote these books put their stories together?" and "What sources did they use to be successful history detectives?"

While each part of this lesson builds on the last, teachers can pick and choose among the seven activities. For teachers looking for more direction, the lesson includes a narrative script that can be used to frame each activity. It also includes a vocabulary list, a student learning chart/grading rubric, and a collection of links to selected websites.

Topic
The Progressive Era, immigration, industrialization, capitalism
Time Estimate
1-7 days
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A brief overview of historical background for each activity is included in the "Narrative Flow, Teachers' Background."

Rubric_Content_Read_Write

Yes
Students are asked to read primary documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The unit includes close analysis of both text and photographic primary sources.

Rubric_Scaffolding_Appropriate

Yes
The scaffolding is very well-done, including student-friendly language and examples.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The process for each activity is clear.

Rubric_Structure_Assessment

Yes
A rubric is included that focuses on both content goals and process goals.

Rubric_Structure_Realistic

Yes
The rubrics are divided into content and process goals.

Rubric_Structure_Learning_Goals

Yes
Lesson is also open to teacher adaptation.

The Social Museum Collection at Harvard University

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Annotation

Harvard University's Social Museum was established in 1903 as part of the University's newly-formed Department of Social Ethics, devoted to the comparative study of social conditions and institutions in the United States and abroad. This website presents more than 6,000 images from the Social Museum's collection, including photographs, pamphlets, prints, and architectural drawings. Images are available though an extensive search function, with a keyword search, artist list (including photographers Lewis Hine and Francis Benjamin Johnston), and 37 topics (e.g. anarchism, charity, government, health, education, housing, Socialism, and war). Also available is an online exhibit that introduces three of the Social Museum's primary subjects of study: Poor Relief, Social Justice, and Industrial Betterment. This section can serve as an introduction for those unfamiliar with the progressive era and early 20th-century social reform movements in the United States and abroad.