Revealing African American Lives

Description

Henry Louis Gates, Jr., Alphonse Fletcher University Professor and Director of the W.E.B. Du Bois Institute of African American History at Harvard University, speaks about the development of the African American National Biography, the largest African American biographical collection ever published, spanning more than four centuries, with 4,100 entries in eight volumes. The series presents African-American history as told through the lives of its most notable historic actors, documenting and dramatizing the central role played by African Americans in our nation's history, from the 16th through the 20th centuries.

Lincoln: A Life of Purpose and Power

Description

Richard Carwardine is Rhodes Professor of American History at Oxford University, author of Lincoln: A Life of Purpose and Power, and winner of the 2004 Lincoln Book Prize. In this lecture, he discusses different aspects of Lincoln's life. Why is Lincoln a mythic figure? How early in his career did he develop his views against slavery? What role did religion play in his life? Professor Carwardine analyzes Lincoln's greatness as well as his humility.

King Philip's War

Description

Jill Lepore, Professor of Early American History at Harvard University, speaks about her book, The Name of War: King Philip’s War and the Origins of American Identity, and traces the meanings attached to this brutally destructive war. Lepore examines early colonial accounts that depict King Philip's men as savages and interpret the war as a punishment from God, discusses how the narrative of the war is retold a century later to rouse anti-British sentiment during the Revolution, and finally describes how the story of King Philip is transformed yet again in the early 19th century to portray him as a proud ancestor and American patriot.

The American Dream

Description

Julian Clarence Levi Professor in the Humanities and Director of the American Studies Program at Columbia University Andrew Delbanco examines the evolution of the American Dream—the idea that anyone may rise above his or her station, regardless of birth. Beginning with the Puritans, Professor Delbanco traces the origins of the American Dream from the Calvinist fire-and-brimstone of Jonathan Edwards, to the swelling optimism of Emerson and Melville, to the present day.

Why Was the Boston Tea Party Not Stopped by British Troops?

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Destruction of Tea at Boston Harbor, lithograph N. Currier, 1846
Question

Why were the Sons of Liberty not stopped by British troops as they boarded three ships in Boston Harbor on Dec. 16, 1773 (Boston Tea Party)? Were there no Redcoats patrolling the area? How long did the Boston Tea Party last? An hour, two hours? Why weren't they apprehended?

Answer

The tea was on three privately owned merchant ships. One hundred and fourteen chests were on board the Dartmouth, the first ship to arrive in port. The other two ships, the Eleanor and the brig Beaver carried 228 chests between them, along with other cargo. As the ships sailed into Boston Harbor, they each passed by Castle William to the south, which was under the command of a British officer and had upwards of a hundred cannon. When the ships came into the harbor, but before they docked, port officials boarded them. That meant that they had officially reached port and that their movements were now under the command of port officials instead of their captains.

Behind the tea-laden ships, British Admiral John Montagu brought a squadron of warships to prevent the colonists from forcing the ships back out to sea before they were unloaded. This put the captains (and the ships' owners) in a bind. If the tea wasn't unloaded, customs weren't paid. And if the ships tried to sail back out of port, Montagu would stop them and charge them with failing to pay customs on their cargo that was due, according to him, because they had already entered port.

After a few days, the colonists had the ships come in close to Griffin's Wharf. The Sons of Liberty organized a continuous watch of the vessels. Twenty-five men on each shift ensured that the ships were not unloaded under the cover of darkness, or at least to sound an alarm if there was an attempt. The ships' captains came ashore and left the mates on board. The situation remained the same for more than two weeks.

Inside Castle William

Thomas Hutchinson, the royal governor of colonial Massachusetts, clearly understood that the colonists were angry, but he did not anticipate that they would damage the cargo. He was counting on the fact that after 20 days without having paid customs, the customs authorities—with the assistance of British sailors and soldiers—could legally impound the tea from the ships, and then, from Castle William, disburse it in small amounts to a few merchants who could resell it. This would circumvent the colonists' effort to make sure that the tea did not enter Massachusetts. Hutchinson and the apprehensive merchants who were willing to receive the tea had holed up with the troops in Castle William.

Boston was not under martial law, so soldiers were not policing the city, although Hutchinson could have brought a detachment of soldiers in, had he known beforehand the particulars of a threat. He did not post a military guard at the wharf, however, perhaps to avoid provoking a confrontation with the crowds keeping watch there.

On December 14th, when the 20 days of waiting were almost up, Hutchinson wrote his brother Elisha about the excited Bostonians, "I hardly think they will attempt sending the tea back, but am more sure it will not go many leagues: it seems probable they will wait to hear from the southward, and much may depend on what is done there." (Hutchinson, 96) Yet Hutchinson also believed the colonists might take some form of direct action if an attempt was made to land the tea onto the wharf.

Down at the Wharf

Just after six o'clock on the night of December 16, 1773, a group of about 60 men daubed their faces with burnt cork, coal dust, or donned other makeshift disguises, armed themselves with hatchets, and formed a raiding party. Some of them styled themselves "Indians."

They made their way to the wharf. The Sons of Liberty's watch was already there, and still others joined them, either to assist or simply to see what was happening. The raiding party formed three groups of 50 each, and boarded all of the nearly deserted ships at about the same time. They met no resistance.

Lendall Pitts, the commander of the group that boarded the brig Beaver, "sent a man to the mate, who was on board, in his cabin, with a message, politely requesting the use of a few lights, and the brig's keys—so that as little damage as possible might be done to the vessel;—and such was the case. The mate acted the part of a gentleman altogether. He handed over the keys without hesitation, and without saying a single word, and sent his cabin-boy for a bunch of candles, to be immediately put in use." (Thatcher, 181–2).

The moon shone brightly too, so their work was well lit. The night was very quiet and neither the crowd on the wharf nor the raiding party spoke much. Onlookers at the wharf, as well as the men on some of the closer British ships, however, quite distinctly heard the sounds of the chests being staved in.

The party quickly brought the 342 chests of tea (a total of 90,000 lbs.) onto the deck. They split them open and threw the tea and the chests overboard into the harbor. The party took care that no other property on board the ships was harmed, and that none of the raiders took away any of the tea. They even swept the decks clean of loose tea when they were done. They worked quickly, apprehensive of a possible attack from Admiral Montagu's squadron, part of which was only a quarter of a mile away.

Montagu watched the affair from the fleet, but he took no action because of the cargo ships' position next to the wharf. "I could easily have prevented the Execution of this Plan," he wrote the following day in a report, "but must have endangered the Lives of many innocent People by firing upon the Town." (Labardee, 145) Instead, he rowed ashore and watched from a building nearby, even briefly exchanging taunts with the Indians.

The tea party lasted three hours, finishing around nine o'clock. The raiding party then formed in rank and file by the wharf, and, shouldering their hatchets, marched, accompanied by a fifer, back into town, dispersed, and went home.

The next morning a large, winding mound of loose tea still floated in the harbor, and a party of colonists rowed out in boats and sank it down into the waters with their oars. The British fleet witnessed this, too, but did not interfere.

The disguised men's identities were kept secret by their fellow Bostonians, and Governor Hutchinson was unable to charge the members of the raiding party, but Parliament responded five months later (news traveled back and forth across the ocean very slowly then) with a series of measures meant to force Boston to heel.

Bibliography

Benjamin Bussey Thatcher ("A Bostonian") et al, Traits of the Tea Party; being a memoir of George R. T. Hewes, one of the last of its survivors; with a history of that transaction; reminiscences of the massacre, and the siege, and other stories of old times (New York: Harper & Brothers, 1835).

Peter Orlando Hutchinson, The Diary and Letters of His Excellency Thomas Hutchinson, Esq. (Boston: Houghton, Mifflin, & Co., 1884). Benjamin Woods Labaree, The Boston Tea Party (New York: Oxford University Press, 1964).

Sourcing a Primary Document

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Engraving, "Eureka," 1866, Library of Congress
Article Body

This historian think aloud shows a historian reading an edited statement by the American Federation of Teachers (AFT) regarding the 1925 Scopes Trial. Specifically, this 73-second video shows a historian considering the source of this document and generating questions, before launching into the document’s contents.

The accompanying audio commentary, Using the Think-Aloud, points out what the historian is doing so viewers can see why her questions and processes are called historical thinking. These two features work together to help viewers visualize thinking processes that are usually implicit and hidden.

America on the Move, Part One: Migrations, Immigrations, and How We Got Here

Description

Students and Smithsonian National Museum of American History curators give a tour of the exhibition "America on the Move," which looks at how immigration and migration impacted American history and at the role of various forms of transportation.

To view this electronic field trip, select "America on the Move, Part One: Migrations, Immigrations, and How We Got Here" under the heading "Electronic Field Trips."

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
Annotation

This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.

Introducing Students to Interactive Whiteboards

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Photo, Interactive whiteboard.JPG, 14 October 2003, Sean O'Sullivan, Flickr, cc
Question

What are some quick student engagement activities that a teacher can use for allowing students to interact with a smartboard?

Answer

Interactive whiteboards (IWBs for short) have certainly changed what classrooms look like today. However, an IWB is only revolutionary when teachers know how to unlock the board's potential. There are a number of simple ways to engage students with the IWB in a history classroom.

Categorization Activity

One quick way to use the IWB is through a categorization activity, in which students come to the board to drag and drop words into appropriate categories, or at least justifiable ones. One could type up a list of causes of the Civil War as individual textboxes and have students manipulate them into the appropriate "social," "political," or "economic" column. I have used these simple categorization activities often, as I find it helps students better plan their writing. In addition, by having students gather around the IWB for this exercise, it fosters meaningful conversation around student classification. If you have a bit more prep time and words/phrases only belong in one specific column in your classification exercise, you can use layering of text and background to have text boxes disappear when dragged into an incorrect column.

Chronology Activity
[. . . A]n IWB is only revolutionary when teachers know how to unlock the board's potential.

Another simple IWB activity is to have students drag listed events onto a timeline in chronological order. This simple idea can help students drill chronology, as I know this is a frequent gap in student's understanding of history today. Again, by using the IWB software's layer feature, students can see instantaneously if they have the event in the right spot.

Wordsplash Activity

Any excuse to get students up and interacting with their classmates and the IWB is worthwhile. In the beginning of a unit or lesson, have students come up to the board to write down the words they associate with "World War I" or whatever the unit or lesson may be on.

Interacting with Text

Place primary source text on the IWB and have students highlight the main idea, or write reactions/questions in the margins. This activity encourages students to interact with primary sources and ask questions of text, something students must do to think like a historian.

Students could also use the IWB to review a cloze passage. The cloze passage could be projected with the answers blocked out. Students would then approach the board to guess as to the correct word and "rub and reveal" the correct answer lying beneath the color block. IWB software tools allow you to write text, layer text, and lock text so that when a student uses the eraser function, he/she reveals the correct answer beneath.

Analyzing Images
Any excuse to get students up and interacting with their classmates and the IWB is worthwhile.

Projecting images on an IWB opens up a number of activity possibilities. Simply having students highlight important symbols in a piece of propaganda or political cartoon may be useful. Another idea is to place tiles over an image to have students come up to the board to slowly reveal the image and hypothesize about what it shows. Another way to get students interacting with the IWB and hypothesizing about images is by using the spotlight tool that comes with most software packages. Using the spotlight tool you, or the students, can reveal select elements of an image to eventually make a meaningful interpretation of the image as a whole. See a Zoom-In Inquiry in action.

Review Activities

With an IWB in the classroom, students are often itching to get a chance to use the pen and interact with it. A simple review game of Pictionary gives students a chance to draw on the board and review key terms. In addition, online quiz sites, such as Quizlet.com offer digital flashcards and review games made more fun when played on the IWB.

For more information

Helen Keller Kid's Museum

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Photo, Helen and Anne playing chess, 1900, American Foundation for the Blind
Annotation

The main feature of this website is an exhibit presenting the story of Helen Keller's life through five exhibits. Each exhibit offers text and photographs that examine a different period of her life from childhood through her career as a champion of the blind and a world figure. Together, the exhibits contain more than 30 photographs. "Who Was Helen Keller" offers a short Helen Keller biography; a recommended reading list with 19 books, including seven works by Helen Keller; a link to a free version of Keller's The Story of My Life; some fun facts and quotes; and a link to the Helen Keller Archives. The site also includes a chronology of Keller's life. This website is an excellent aid to teaching children the inspiring story of Helen Keller's life.