Red White Blue & Brimstone: New World Literature and the American Millennium

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An exhibit of 101 images with a 10,000-word essay that tracks the influence of the Book of Revelations' apocalyptic vision of history in shaping conceptions of America and its destiny for religious zealots and others from the colonial era to the present. With images primarily from published texts—covers, title pages, illustrations, and relevant pages of writing—the exhibit is divided into 14 chronological sections, each opening with a quote from Revelations and detailing its relevance in successive historical periods. The exhibit begins with the period of the English Reformation, when John Foxe's Book of Martyrs, exported to America, related contemporary political events to scripture and established a timeline that proved influential over the next 250 years. The site covers beliefs that American Indians were descendants of the lost tribes of Israel; Cotton Mather's sermons as the culmination of a century of speculation about America's place in the apocalyptic scheme; early nationalist ambitions as fulfilling prophecy; and the influence of Revelations on Thomas Jefferson. The site also looks at William Miller's numerologically-based predictions of the end of the world in 1843; millennial movements in the antebellum era; urban exposÎs that conceived of American cities as present-day incarnations of Babylon; and 20th-century anti-Semitic thought. Well organized, the exhibit provides a useful introduction to students of American religion and culture of the persistence of the power of the Book of Revelations, but exaggerates its importance with the odd claim that no other book has "produced a more profound vision of America's hopes, duties, dreams, and destiny."

Historical Agency in History Book Sets (HBS)

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What Is It?

A strategy that combines fiction and nonfiction texts to guide students in analyzing historical agency.

Rationale

Authors of historical fiction for children and adolescents often anchor their narratives in powerful stories about individuals. Emphasis on single actors, however, can frustrate students’ attempts to understand how collective and institutional agency affects opportunities to change various historical conditions. History Book Sets (HBS) that focus on experiences of separation or segregation take advantage of the power of narratives of individual agency to motivate inquiry into how collective and institutional agency supported or constrained individuals’ power to act.

Description

History Book Sets combine a central piece of historical fiction with related non-fiction. By framing a historical issue or controversy in a compelling narrative, historical fiction generates discussion regarding the courses of action open not only to book characters, but to real historical actors. Carefully chosen non-fictional narratives contextualize the possibilities and constraints for individual action by calling attention to collective and institutional conditions and actions.

Teacher Preparation
  1. Select a piece of well-crafted historical fiction that focuses on a historical experience of separation or segregation (NCSS Notable Books is a good    place to start). The example focuses on Cynthia Kadohata’s (2006)  Weedflower—a story that contrasts a young Japanese-American internee’s    relocation experience with a young Mohave Indian’s reservation experience.
  2. Select two pieces of related non-fiction that provide context for the historical fiction. Non-fiction should include courses of action taken by    groups and institutions, as well as individuals. This example uses Joanne Oppenheim’s (2007) “Dear Miss Breed”: True Stories of the Japanese    American Incarceration During World War II and a Librarian Who Made a Difference and Herman Viola’s (1990) After Columbus.
  3. Select photographs that visually locate the events in the literature. Duplicate two contrasting sets of photographs.
  4. Reproduce templates for poem (Template A) and recognizing agency chart (Template B). The recognizing agency chart works best if students begin    with an 8½x11 chart and then transfer their work to larger chart paper.
  5. The time you need will depend on whether you assign the historical fiction for students to read or use it as a read-aloud. Reading a book aloud    generates conversation, ensures that everyone has this experience in common, and lessens concerns about readability. If students read the    book independently, plan on three class periods.
In the Classroom
  1. Recognizing Changing Perspectives. In making sense of historical agency, it helps if students recognize that different people experience historical    events differently. For instance, the main fictional characters in the example have quite distinct views of relocation camps. The packets of    photographs help children interpret changing perspectives, and the biographical poem provides a literary structure for expressing their    interpretations.
      • Organize the students in pairs. Give half the pairs Packet A (Japanese Experiences); half Packet B (Indian Experiences). Students write captions for the pictures explaining how the experiences pictured influence characters’ view of the relocation camp.
      • Drawing on their discussion and readings, each pair of students writes a biographical poem (see Template A) representing how their character’s ideas and attitudes change over the course of the story.
      • Display captioned pictures and poems where students can refer to them during the next activity.
  2. Recognizing Agency: What Can be Done?
      • Distribute Recognizing Agency chart (Template B). Work through the chart using a secondary character in the historical fiction as an example.
      • Assign pairs of students to a fictional or historical participant. For example, students might investigate the fictional main character or a family member or friend or students could investigate a historical participant.
      • Display charts. Discuss:
        1. Why do some people, groups and institutions seem to have more power than others?
        2. How can people work most effectively for change?
        3. Can you identify strategies used to alter other historical experiences of separation or segregation?
  3. Agency Today. After considering the kinds of agency expressed by people    during the past, students might write an argument for or against    contemporary issues that surround the topic. For instance in the example,    students investigate efforts to restore the relocation camp.
Common Pitfalls
Example
  1. Book selection presents the most common pitfall in developing and using    an HBS. Historical fiction presents a two-pronged challenge: If the    narrative in the historical fiction does not hold up, good historical    information can’t save it. On the other hand, a powerful narrative can    convince students of the “rightness” of very bad history. Never use books    you have not read! With that in mind:
      • Make sure you check out reviews of historical fiction and non-fiction (i.e.    Hornbook, Booklinks, Notable Books) or more topic-specific reviews such    as those provided by Oyate, an organization interested in accurate    portrayals of American Indian histories.
      • Choose non-fiction emphasizing collective and institutional agency that    contextualizes actions in the novel.
  2. Because students’ identification with literary characters can be quite    powerful, use caution in identifying one historical group or another as    “we.” Implying connections between historical actors and students    positions students to react defensively rather than analytically. None of    your students, for instance, placed people in relocation camps or on    reservations, but referring to past actions by the U.S. government as    something “we” did can confuse the issue. Students are not responsible    for the past, but as its legatees they are responsible for understanding    what happened well enough to engage in informed deliberation about the    consequences of past actions.
  3. Historical Book Sets are designed to work against tendencies to    overgeneralize about group behavior (i.e. assuming all European    Americans supported internment). In response to overgeneralization, ask    for (or point out if necessary) counter-examples from the book set.    Occasional prompting encourages students to test their generalizations    against available evidence and to think about within-group as well as    between-group differences.
  4. Historical Agency: Internment and Reservation at Poston. Background for the teacher: Groups and individuals exercise power differently, depending on the social, cultural, economic, and political forces shaping the world in which they are acting. In the case of the internment and reservation systems, for example, the power of Japanese-Americans to resist internment was quite different from the power of the War Relocation Authority to enforce relocation. Or, consider that the options available to Japanese men were quite different from those available to women or to the Native American residents of the Poston reservation. Introducing the concept of historical agency—what action was possible given the historical moment—can be a powerful tool for making sense of past behaviors. Power is a familiar concept to students who, with relatively little prompting, understand not only that larger forces may limit or expand opportunities for action, but that individuals may not all respond in the same way to those opportunities. Beginning by recognizing different perspectives on an event prepares students to consider why people might take different action, and comparing responses to action prepares students to consider available options for expressing agency. This, in turn, reinforces an important historical understanding: nothing happens in a vacuum. By placing so much attention on individual agency (often some hero or heroine), history instruction too often ignores persistent patterns of collective and institutional agency. This is not to dismiss narratives of individual agency. This HBS begins with Sumiko’s and Frank’s story because individual agency captures students’ interest and engenders a level of care that motivates further investigation of the differential agency expressed by the individuals, groups, and institutions that framed Sumiko’s and Frank’s historical choices. * Agency refers to the power of individuals, groups, and institutions to resist, blunt, or alter historical conditions. Differential agency refers to differences in potential for and expression of power within and between individuals, groups, and institutions.
Bibliography

Bamford, Rosemary A. and Janice V. Kristos, eds. Making Facts Come Alive: Choosing Quality Nonfiction Literature K-8, 2nd ed. City: Christopher-Gordon Publishers, 2003.

Levstik, Linda S. and Keith C. Barton. Doing History: Investigating with Children in Elementary and Middle Schools. London: Routledge (2005).

National Register of Historic Places Travel Itineraries

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San Francisco during World War II, Mississippi's Indian Mounds, and Cumberland, Maryland, are just three of the more than 50 cities, towns, and rivers across the U.S. to which this website provides virtual access. In Baltimore, Maryland, a clickable map allows users to wander from the USCGC Taney (the last surviving warship present at Pearl Harbor on December 7, 1941) docked at Baltimore's Inner Harbor, to the house where Edgar Allen Poe lived in the mid-1830s, to the Union Square-Hollins Market Historic District to learn about Baltimore's oldest public market still in operation, and on to 40 more sites around the city. Each landmark is introduced with photographs, brief essays providing historical context, and tourist information.

Some travel itineraries are grouped by theme. For example, Historic Places of the Civil Rights Movement presents information on Arkansas's Little Rock Central High School, Virginia's Robert Moton High School, and the Lorraine Hotel in Memphis where Dr. Martin Luther King, Jr. was assassinated on April 4, 1968. Many of these sites includes links to lesson plans in NPS's Teaching With Historic Places. Updated regularly, this website is useful for teachers, students, and tourists alike.

William P. Gottlieb: Photographs from the Golden Age of Jazz

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Writer-photographer William P. Gottlieb (1917–2006) documented the New York and Washington, D.C. jazz scene from 1938 to 1948 in more than 1,600 photographs. During the course of his career, Gottlieb took portraits of prominent jazz musicians—including Louis Armstrong, Duke Ellington, Charlie Parker, Billie Holiday, Dizzy Gillespie, Earl Hines, Thelonious Monk, Ella Fitzgerald, and Benny Carter—and legendary venues, such as 52nd Street, the Apollo Theatre, Cafe Society, the Starlight Roof, and Zanzibar. The site also features approximately 170 related articles by Gottlieb from Down Beat magazine; 16 photographs accompanied by Gottlieb's audio commentary on various assignments; a 4,300-word biography based on oral histories; and a 31-title bibliography. Extremely valuable for jazz fans, music historians, musicians, and those interested in urban popular culture.

Race and Place

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This archive addresses Jim Crow, or racial segregation, laws from the late 1880s until the mid-20th century, focusing on the town of Charlottesville, VA. The theme is the connection of race with place by understanding the lives of African Americans in the segregated South. Political materials includes seven political broadsides and a timeline of African American political activity in Charlottesville and Virginia. Census data includes searchable databases containing information about individual African Americans taken from the 1870 and 1910 Charlottesville census records. City records includes information on individual African Americans and African American businesses. Oral histories includes audio files from over 37 interviews. Personal papers contains indexes to the Benjamin F. Yancey family papers and the letters of Catherine Flanagan Coles. Newspapers, still in progress, includes more than 1,000 transcribed articles from or about Charlottesville or Albemarle from two major African American newspapers—the Charlottesville Recorder and the Richmond Planet. Images has links to two extensive image collections, the Holsinger Studio Collection and the Jackson Davis Collection of African American Educational Photographs, and three smaller collections.

Seattle Civil Rights and Labor History Project

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The long history of struggle for equal rights by various ethnic groups in Seattle, including Filipino, Chinese, Japanese, African, and Native Americans; Jews; and Latinos is documented on this website. Primary and secondary sources integrate labor rights movements with struggles for political rights, as is evident in the "special sections," that highlight the Chicano/a movement, the Black Panther Party, Filipino Cannery Unionism, the United Construction Workers Association, Communism, and the United Farm Workers. Each section brings together oral histories, documents, newspapers, and photographs that are accompanied by written and video commentary to provide historical context. The collection of more than 70 oral histories of activists is especially useful for understanding the lived experience of racism and its especially subtle workings in the Pacific Northwest. Together, these resources provide important national context for the civil rights struggle, too often understood as a solely southern phenomenon.

Triangle Shirtwaist Factory Fire

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On March 25, 1911, a fire broke out at the Triangle Shirtwaist Factory in New York City causing the deaths of 148 garment workers—an event that came to be known as one of the hallmark tragedies of the industrial age. This website tells the story of the fire in six chapters: Introduction; Sweatshops and Strikes; Fire; Mourning and Protest; Relief Work; and Investigation, Trial, and Reform.

The text, targeted to a middle and high school audience, is accompanied by numerous primary sources that could be of use to more advanced researchers. These include close to 70 photographs, 18 newspaper articles, 17 testimonials, three oral histories, excerpts from investigative reports written in the years following the fire, several letters from witnesses, a lecture given by Secretary of Labor Frances Perkins in 1964, and a radio drama reenacting the event. Accompanying these primary sources is a list of victims and witnesses, a selected bibliography of works surrounding the fire, and tips for writing a paper.

Chicago Anarchists on Trial: Evidence from the Haymarket Affair, 1886-1887

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This collection of documents—roughly 3,800 pages of court proceedings—concerns the Haymarket Affair. This watershed event in the history of American radicalism led to the first "Red Scare" in America. Materials include autobiographies of two of the eight anarchists tried for conspiracy in the murder of seven Chicago police officers. The officers died after a bomb exploded at an anarchist meeting in May 1886, the day after two workers died in a struggle between police and locked-out union members at the McCormick Reaper factory. Four defendants were executed, despite lack of evidence connecting them to the bombing. The site presents approximately 221 newspaper clippings, 55 photographs, 19 letters, nine broadsides, and images of more than 20 artifacts. A linked exhibition, "The Dramas of Haymarket," furnishes a historical narrative and contextual interpretation. This website is valuable for the study of late 19th-century American radicalism, law enforcement, and political climate.

Slavery in New York

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Focusing on the experiences of Africans and African Americans in New York City, this collection presents nine galleries that explore various themes and time periods in the history of slavery. These include the Atlantic slave trade; slavery in Dutch New York; the growth of slavery in British Colonial New York; freedom for blacks during the Revolutionary War; the Gradual Emancipation Act of 1799; free blacks in public life; Emancipation Day (July 4, 1827), and the history of scholarship on slavery in New York City. Each gallery has three panels: a gallery overview, a main thematic presentation, and one focusing on people, places, and documents. Of special interest are two interactive maps with timelines in the Dutch New York gallery and the Revolutionary War gallery; a picture gallery on the portrayal of blacks in New York City's public life; and profiles of nine African Americans who lived in New York City during the early republic.